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EJ967040 - Moderating Factors of Video-Modeling with Other as Model: A Meta-Analysis of Single-Case Studies

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ERIC #:	EJ967040
Title:	Moderating Factors of Video-Modeling with Other as Model: A Meta-Analysis of Single-Case Studies
Authors:	Mason, Rose A.; Ganz, Jennifer B.; Parker, Richard I.; Burke, Mack D.; Camargo, Siglia P.
Descriptors:	Modeling (Psychology); Video Technology; Autism; Pervasive Developmental Disorders; Developmental Disabilities; Meta Analysis; Program Effectiveness; Participant Characteristics; Case Studies
Source:	Research in Developmental Disabilities: A Multidisciplinary Journal, v33 n4 p1076-1086 Jul-Aug 2012
More Info: Help Peer Reviewed:	Yes
Publisher:	Elsevier. 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126; Tel: 407-345-4020; Fax: 407-363-1354; e-mail: usjcs@elsevier.com; Web site: http://www.elsevier.com
Publication Date:	2012-00-00
Pages:	11
Pub Types:	Journal Articles; Reports - Research
Abstract:	Video modeling with other as model (VMO) is a more practical method for implementing video-based modeling techniques, such as video self-modeling, which requires significantly more editing. Despite this, identification of contextual factors such as participant characteristics and targeted outcomes that moderate the effectiveness of VMO has not previously been explored. The purpose of this study was to meta-analytically evaluate the evidence base of VMO with individuals with disabilities to determine if participant characteristics and targeted outcomes moderate the effectiveness of the intervention. Findings indicate that VMO is highly effective for participants with autism spectrum disorder (IRD = 0.83) and moderately effective for participants with developmental disabilities (IRD = 0.68). However, differential effects are indicated across levels of moderators for diagnoses and targeted outcomes. Implications for practice and future research are discussed. (Contains 3 figures and 1 table.)
Abstractor:	As Provided
Reference Count:	0

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Record Type:	Journal
Level:	N/A
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Sponsors:	N/A
ISBN:	N/A
ISSN:	ISSN-0891-4222
Audiences:	N/A
Languages:	English
Education Level:	N/A
Direct Link:	http://dx.doi.org/10.1016/j.ridd.2012.01.016

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