Video Modeling Using Classroom Peers as Models to Increase Social Communication Skills in Children with ASD in an Integrated Preschool

2019 ◽  
Vol 42 (4) ◽  
pp. 515-536 ◽  
Author(s):  
Teresa Cardon ◽  
Nichole Wangsgard ◽  
Nicole Dobson
Keyword(s):  
Communication Skills ◽  
Social Communication ◽  
Video Modeling ◽  
Social Communication Skills ◽  
Children With Asd

scholarly journals A Systematic Review of Play-Based Interventions Targeting the Social Communication Skills of Children with Autism Spectrum Disorder in Educational Contexts

2021 ◽  
Author(s):  
Christina O’Keeffe ◽  
Sinéad McNally
Keyword(s):  
Systematic Review ◽  
Autism Spectrum Disorder ◽  
Communication Skills ◽  
Social Communication ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Social Communication Skills ◽  
Children With Asd ◽  
The Social

AbstractChildren with autism spectrum disorder (ASD) experience social communication difficulties which can be compounded by increased social demands and expectations of the school environment. Play offers a unique context for social communication development in educational settings. This systematic review aimed to synthesize play-based interventions for the social communication skills of children with ASD in educational contexts and identified nine studies. Overall, studies in this review provided a promising evidence base for supporting social communication skills through play in education for children with ASD. The review also highlighted gaps in research on play-based interventions for the social communication skills of children with ASD within naturalistic educational settings.

scholarly journals The Impact of Play on Social Skills of Young Children with ASD in Educational Contexts: A Systematic Review

2021 ◽  
Author(s):  
Christina O'Keeffe ◽  
Sinead McNally
Keyword(s):  
Systematic Review ◽  
Communication Skills ◽  
Social Communication ◽  
School Environment ◽  
Autism Spectrum ◽  
Educational Settings ◽  
Social Communication Skills ◽  
Children With Asd ◽  
The Social ◽  
The Impact

Children with Autism Spectrum Disorder (ASD) experience social communication difficulties which can be compounded by increased social demands and expectations of the school environment. Play offers a unique context for social communication development in educational settings. This systematic review aimed to synthesize play-based interventions for the social communication skills of children with ASD in educational contexts and identified nine studies. Overall, studies in this review provided a promising evidence-base for supporting social communication skills in children with ASD within educational contexts. The review also highlighted gaps in research on play-based interventions for the social communication skills of children with ASD within naturalistic educational settings.

Video Modeling for Individuals with Autism Spectrum Disorders

2014 ◽  
pp. 212-229 ◽  
Author(s):  
Christine R. Ogilvie ◽  
Peggy Whitby
Keyword(s):  
Autism Spectrum Disorders ◽  
Social Skills ◽  
Data Collection ◽  
Communication Skills ◽  
Social Communication ◽  
Video Modeling ◽  
Autism Spectrum ◽  
Social Communication Skills ◽  
Spectrum Disorders

Individuals with Autism Spectrum Disorders (ASD) will struggle to different degrees with social communication skills. To facilitate the learning of new social skills and to allow for repetition and practice, video modeling is being utilized in the PreK-12 setting. This chapter describes behaviors inherent to individuals with autism spectrum disorders that could benefit from the use of video modeling as an intervention, or part of an intervention, as well as a step-by-step description on how to effectively implement video modeling. Additionally, examples of data collection forms, permission forms, and other helpful resources are provided.

Video Modeling for Individuals with Autism Spectrum Disorders

2016 ◽  
pp. 760-778
Author(s):  
Christine R. Ogilvie ◽  
Peggy Whitby
Keyword(s):  
Autism Spectrum Disorders ◽  
Social Skills ◽  
Data Collection ◽  
Communication Skills ◽  
Social Communication ◽  
Video Modeling ◽  
Autism Spectrum ◽  
Social Communication Skills ◽  
Spectrum Disorders

Individuals with Autism Spectrum Disorders (ASD) will struggle to different degrees with social communication skills. To facilitate the learning of new social skills and to allow for repetition and practice, video modeling is being utilized in the PreK-12 setting. This chapter describes behaviors inherent to individuals with autism spectrum disorders that could benefit from the use of video modeling as an intervention, or part of an intervention, as well as a step-by-step description on how to effectively implement video modeling. Additionally, examples of data collection forms, permission forms, and other helpful resources are provided.

A Systematic Review of Single-Case Research Studies on Using Video Modeling Interventions to Improve Social Communication Skills for Individuals With Autism Spectrum Disorder

2017 ◽  
Vol 33 (4) ◽  
pp. 249-257 ◽  
Author(s):  
Cathy Huaqing Qi ◽  
Erin E. Barton ◽  
Margo Collier ◽  
Yi-Ling Lin
Keyword(s):  
Autism Spectrum Disorder ◽  
Communication Skills ◽  
Social Communication ◽  
Video Modeling ◽  
Single Case ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Case Research ◽  
Social Communication Skills ◽  
Single Case Research

Video modeling (VM) interventions have increasingly been examined as a means of teaching social communication skills to individuals with autism spectrum disorder (ASD). However, the research, which primarily used single-case research designs (SCRDs), pointed to inconsistent results across participants within studies and across studies. The purpose of this review was to synthesize 24 research studies using SCRD to examine the effects of VM for individuals with ASD on social communication skills. We applied the What Works Clearinghouse (WWC) SCRD design standards, conducted our own independent visual analysis, and calculated four nonoverlap indices to synthesize this research. Findings from the synthesis of the 24 SCRD studies concluded that VM intervention is an evidence-based practice according to the WWC standards for increasing social communication skills of individuals with ASD. Implications for future research and practice are discussed.

Integrating Written Text and Graphic Cues Into Peer-Mediated Interventions: Effects on Reciprocal Social Communication Skills

2016 ◽  
Vol 1 (1) ◽  
pp. 20-28
Author(s):  
Todd M. Miller ◽  
Kathy Thiemann-Bourque
Keyword(s):  
Social Skills ◽  
Students With Disabilities ◽  
Communication Skills ◽  
Social Communication ◽  
Autism Spectrum ◽  
Written Text ◽  
Social Skills Instruction ◽  
Social Communication Skills ◽  
Text Cues ◽  
Peer Mediated Intervention

A growing body of evidence has supported the use of peer-mediated interventions to increase the social-communication skills of students with a variety of developmental disabilities, including autism spectrum disorders (ASD). Despite these promising results, however, many practitioners may struggle to effectively implement peer-mediated interventions across the diverse presentation and skill profiles of students with ASD, specifically in accommodating the unique language and communication needs of their students. This article presents an example of integrating written-graphic and text cues into a peer-mediated intervention for three elementary-age students with ASD. Emphasis is placed on describing the teaching procedures used to encourage students with ASD and peers to participate in shared games and activities together, using written-graphic and text cues to support appropriate social communication. Additionally, strategies for selecting and including typically-developing peers to participate in social skills programming are reviewed. Data collected throughout the peer-mediated intervention demonstrates the positive effect of systematic social skills instruction for both students with disabilities and their peers.

scholarly journals Agreement Between Parental Report and Clinician Observation of Infant Developmental Skills

2021 ◽  
Vol 12 ◽  
Author(s):  
Alexis Federico ◽  
Dexin Shi ◽  
Jessica Bradshaw
Keyword(s):  
Communication Skills ◽  
Motor Skills ◽  
Social Communication ◽  
Parent Report ◽  
First Year ◽  
Developmental Skills ◽  
Social Communication Skills ◽  
Young Infants ◽  
Strong Relation ◽  
First Year Of Life

Understanding the convergence between parent report and clinician observation measures of development is important and became even more critical during the COVID-19 pandemic as clinician contact with families was significantly limited. Previous research points to inconsistencies in the degree of agreement between parents and clinicians and very little research has examined these associations for infants within the first year of life. This study investigated the association between parent report and clinician observation measures of social communication and motor skills in 27 young infants who were assessed at 9 and 12 months of age. Results suggest a strong relation between clinician and parent rated motor skills, but weak to moderate associations between clinician and parent rated communication skills. Infant temperament played a significant role in parent ratings of infant communication. Together, these results provide support for data collection via parent report or clinician observation of infant motor skills, but suggest that multiple measures of infant communication may be helpful to obtain high-quality, perhaps more accurate, assessment social-communication skills. Specifically, multiple parent report measures along with an observation of parent-infant interactions will likely provide a more rich and accurate characterization of infant social-communication abilities.

scholarly journals COMMUNICATION SKILLS AND ITS RELATIONSHIP TO SELF-TRANSCENDENCE AMONG MIDDLE SCHOOL TEACHERS

2021 ◽  
Vol 03 (08) ◽  
pp. 360-374
Author(s):  
Lamia Yassin ZUGHAYER
Keyword(s):  
Middle School ◽  
Communication Skills ◽  
Middle School Teachers ◽  
Social Communication ◽  
Cluster Method ◽  
School Teachers ◽  
Social Communication Skills ◽  
The Social ◽  
Self Transcendence ◽  
The Relationship

The research problem lies in the following questions: What is the nature of the correlation between social communication skills and self-transcendence among middle school teachers, and does this relationship differ according to gender? Therefore, the current research aims to identify: 1-The social communication skills of middle school teachers. 2- Self-transcendence among middle school teachers. 3- The relationship between social communication skills and self- transcendence among middle school teachers 4 - The difference in the relationship between social communication skills and self-transcendence among middle school teachers according to the gender variable (male - female).For the purpose of verifying this, the scale of social communication skills prepared by Al-Samadoni and built according to the Reggio model, which includes (32) items, as well as the scale of self-transcendence prepared by Abdel Wahab, which includes (57) items, was used. The two scales were applied to a sample of (120) chosen by the random cluster method ,The results of the research showed that the social communication skills of middle school teachers were respectively social control, social expression and social sensitivity. As for self transcendence, it appeared that they enjoy a high level of self-transcendence, and that there is a statistically significant relationship between social communication skills and self-transcendence, and there are no differences in the relationship Between social communication skills and self-transcendence can be traced back to the gender variable, and in light of these results, the current research reached a set of recommendations and suggestions. Keywords: Social Communication Skills, Self-Transcendence, Middle School Teachers.

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