Video self-modeling was effective in promoting social initiations with young children with developmental disabilities1

2017 ◽  
Vol 11 (3-4) ◽  
pp. 135-140
Author(s):  
Candace J. Gann ◽  
John Umbreit
Keyword(s):  
Young Children ◽  
Social Initiations ◽  
Video Self Modeling

scholarly journals Teaching Independent Transitioning to Young Children with Autism Using Video Self-Modeling with Video Feedback via iPads

2017 ◽  
Vol 4 (3) ◽  
pp. 367
Author(s):  
Lema Kabashi ◽  
Ann M. Epstein
Keyword(s):  
Autism Spectrum Disorder ◽  
Young Children ◽  
Research Design ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Video Feedback ◽  
Daily Routines ◽  
Teacher Assistants ◽  
Young Children With Autism ◽  
Video Self Modeling

<p><em>This study investigated the efficacy of </em><em>V</em><em>ideo </em><em>S</em><em>elf-</em><em>M</em><em>odeling (VSM) with video feedback using iPads to improve independent transitioning of two young children, a first grader and a preschooler, with Autism Spectrum Disorder (ASD) across play activities and school routines. It was hypothesized that participants would transition independently through play activities and</em><em> </em><em>daily routines after watching their exemplary behaviors on an iPad. Teachers and teacher assistants delivered the intervention in inclusive classrooms. An A-B-A-B research design was used with the first grader whereas an A-B-A design was implemented with the preschooler. Findings show that both participants improved targeted behaviors. Independent transitioning skills were also maintained for both participants one month after the intervention was withdrawn. Social validity results show that parents of participants and their teachers favored</em><em> </em><em>and recommended the video self-modeling with video feedback intervention for other children with autism.</em></p>

Self-Modeling to Promote Social Initiations With Young Children With Developmental Disabilities

2016 ◽  
Vol 33 (2) ◽  
pp. 111-119 ◽  
Author(s):  
Tom Buggey ◽  
S. Caroline Crawford ◽  
Chelsea L. Rogers
Keyword(s):  
Down Syndrome ◽  
Social Skills ◽  
Developmental Disabilities ◽  
Young Children ◽  
Autism Spectrum ◽  
Multiple Baseline ◽  
Single Subject ◽  
Baseline Design ◽  
Social Initiations ◽  
The Relationship

Video self-modeling (VSM) uses a method called feedforward to provide children the opportunity to view themselves as they perform in a more advanced or appropriate manner than they do presently. Typically, this is accomplished through the careful editing of videos. Studies on VSM and social skills with children on the autism spectrum ages 3 to 4 years have produced mixed results. In this study, a single-subject multiple-baseline design across four children (three on the autism spectrum and one with Down syndrome) with a mean age of 4 years 2 months was used to determine whether VSM would facilitate social initiations. This study was meant to be a replication of a study published in 2012. Positive changes were seen for all four children. The relationship between age and VSM efficacy is discussed along with other factors that may influence VSM outcomes with young children.

Improving Social Initiations of Children with Autism Using Video Self-Modeling with Video Feedback: A Case Study

2017 ◽  
Vol 7 (2) ◽  
pp. 111-121 ◽  
Author(s):  
Lema Kabashi ◽  
Ann Epstein
Keyword(s):  
Autism Spectrum Disorder ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Video Feedback ◽  
Special Educator ◽  
Target Behaviors ◽  
Social Initiations ◽  
Inclusive Preschool ◽  
Video Self Modeling

AbstractThe purpose of this A-B subject research design was to investigate the efficacy of video self-modeling with video feedback using an iPad to promote social initiation skills in a young child with Autism Spectrum Disorder (ASD). It was hypothesized that the participant would increase social initiations toward peers in an inclusive preschool classroom by viewing a video of himself performing four targeted behaviors. The participant’s paraprofessional and his early childhood special educator implemented the intervention and provided feedback on his performance. Findings of this case study revealed improvements in the four targeted behaviors: approaching, greeting, inviting, and interacting with a peer. As a result of the intervention, the participant demonstrated generalization of target behaviors across settings, peers, items, and activities. In addition, the target behaviors were maintained one month after the intervention was withdrawn. Social validity results from the participant’s parents as well as his paraprofessional and teachers supported efficacy of the intervention.

scholarly journals The Efficacy of a Video Self-Modeling Intervention on Peer Social Initiation Skills of Children with Autism Spectrum Disorders (ASD)

2017 ◽  
Vol 10 (2) ◽  
pp. 305 ◽  
Author(s):  
Lema Kabashi ◽  
Louise A. Kaczmarek
Keyword(s):  
Children With Autism ◽  
Autism Spectrum ◽  
Single Subject ◽  
Single Subject Design ◽  
Target Behaviors ◽  
Social Initiations ◽  
Children With Asd ◽  
Almost All ◽  
Multiple Probe ◽  
Video Self Modeling

Social initiation skills are considered among the most challenging skills to acquire by children with Autism Spectrum Disorder (ASD). Generalization of social initiations is another related challenging area. Research indicates that when provided with appropriate interventions, children with ASD may enhance social initiation skills and generalize them across settings, people, and materials. This study implemented a multiple probe single subject design across three children with ASD to examine whether a video self-modeling intervention is effective in establishing a mand repertoire and other types of peer social initiations. Generalization and maintenance effects were measured in addition to the social validity of the video self-modeling intervention. While video self-modeling led to substantial improvements in almost all of the target behaviors for one participant, additional strategies were implemented for two other participants. Discussion of findings, study limitations, and future recommendations are addressed as well.

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