ERIC Number: ED469547
Record Type: RIE
Publication Date: 2002
Videotaped Self-Modeling as a Technique for Training Preschoolers with Autism in Social-Communicative Functioning.
Neisworth, John T.; Wert, Barbara Yingling
This report discusses findings of a study that investigated the effectiveness of video self-modeling (VSM) for increasing request communication of children with autism. A single subject design using multiple baselines across subjects was used. Four participants (ages 4-6) with autism were taped in the home setting for the purpose of creating VSM training tapes and then observed in the school setting to monitor the generalization of requests. The VSM involved eliciting and videotaping request behaviors, editing the videotape to show only desired request behaviors, and having participants view the edited videos of themselves performing the desired request behaviors. During a 30-minute orchestrated play session, participants were allowed to choose from a range of board games, play dough, play with action figures, train play, and quiet time reading. The orchestrated play sessions were videotaped to provide video footage that could be edited to create training tapes. Following intervention, all four participants demonstrated stable baselines, variable accelerating trends during intervention, and stability during maintenance. Data show a positive change in participants' spontaneous requesting in preschool settings. Maintenance checks of participants 1 through 3 showed that the levels of spontaneous requests were stable after intervention. An appendix includes data charts. (Contains 34 references.) (CR)
Publication Type: Reports - Research
Education Level: N/A
Sponsor: Special Education Programs (ED/OSERS), Washington, DC.
Authoring Institution: Pennsylvania State Univ., University Park.