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ERIC Number: ED545845
Record Type: Non-Journal
Publication Date: 2012
Pages: 205
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-2674-9989-9
ISSN: N/A
The Use of Video Prompting on the Acquisition, Maintenance, and Generalization of a Line Dance by Adolescents with Autism Spectrum Disorders
Gies, Maria Louise
ProQuest LLC, Ph.D. Dissertation, The Ohio State University
Educators are in need of appropriate interventions for teaching individuals with autism spectrum disorders (ASD). A widely used (Bellini & Akullian, 2007; Delano, 2007) and evidence-based (Horner et al., 2005) instructional intervention for individuals with ASD is video modeling. Video modeling involves the learner viewing a video demonstration of a targeted behavior and subsequently performing what was viewed. A variation of video modeling is video prompting in which the learner views a video demonstration that is a single task analysis step or chunk of a targeted behavior followed by practice of that step/chunk. Video prompting has successfully been used to teach a number of behaviors to individuals with developmental disabilities including self-help skills (Norman, Collins, & Schuster, 2001), daily living skills (Cannella-Malone et al., 2006), and cooking related tasks (Graves, Collins, Schuster, & Kleinert, 2005; Sigafoos et al., 2005). When selecting appropriate gross motor activities to teach individuals with ASD, physical educators must consider their developmental delays and deficits in movement behaviors (Pan, Tsai, & Chu, 2009). Dance is a common activity offered in physical education programs (NASPE, 2005). By performing appropriate dances, individuals with ASD may be able to benefit both physically (e.g., enhanced coordination and balance) and socially (e.g., enhanced inclusive recreation and leisure activities). Dance has positively impacted children and adolescents with disabilities as evidenced by increased participation and cooperation (Crain, Eisenhart, & McLaughlin, 1984). However, additional research is needed to investigate instructional dance interventions for children and adolescents with ASD. The current study employed a multiple probe across participants design to evaluate the effects of video prompting as an intervention for dance instruction. Seven participants with high-functioning ASD participated in the study. Six males (ages 12 to 16) and one female (age 15) received Cupid Shuffle dance training in a one-on-one instructional format. The researcher showed one video vignette (clip) at a time on a MacBook Pro® laptop computer. After viewing a vignette, participants were given the opportunity to reproduce the modeled steps. The researcher provided positive reinforcement, such as praise and/or a high-five for correctly performed steps. To correct errors, a 4-level least-to-most prompting system was implemented. Maintenance, generalization, and social validity were assessed. Results showed that six participants acquired the Cupid Shuffle from the video prompting intervention. Moreover, three participants demonstrated 100% maintenance and one participant demonstrated 99.1% maintenance at 1-week post-intervention. One participant demonstrated 100% maintenance at 8-days post-intervention. Participants achieved overall generalization probes percentages of 44-68%. In terms of generalizing the newly learned dance to a new situation by dancing alongside the trainer to music, four participants achieved overall generalization percentages of 89-100%. When generalizing the newly learned dance to the new situation of dancing alongside peers to music, three participants achieved overall generalization percentages of 97-100%. Furthermore, parents and participants who completed social validity questions reported that the goals, procedures, and outcomes were acceptable and important. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A