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ERIC Number: ED552325
Record Type: Non-Journal
Publication Date: 2013
Pages: 186
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-2679-4189-3
ISSN: N/A
The Impact of Video Self-Modeling on Middle School Students with Autism Spectrum Disorders
Krumeich, Kristen L.
ProQuest LLC, Ed.D. Dissertation, Walden University
A growing number of students with autism spectrum disorders (ASDs) are being educated in general education classes, their least restrictive environment. Many middle school students with ASDs have difficulty with academic, social, and communication needs in this type of environment. Over the last 2 decades, researchers have promoted the benefits of video self-modeling (VSM) programs to teach communication skills for individuals with ASDs. This qualitative case study design sought to determine to what extent VSM addresses communication needs in preparing students with ASDs for general education classes. Conceptual foundations for this study were rooted in Skinner's operant conditioning theory and in Bandura's social learning theory. A purposeful sampling of classroom teachers supported data collection through structured interviews, observations, and collection of documents. Six major themes were analyzed: Target Skill, Strategy Addressed, Academic Impact, Social Impact, Communication Impact, and Participant Perspectives. Teachers reported positive experiences with VSM and a need for a consistent classroom intervention approach. Additionally, a relationship was found between difficulty in communicating and deficient academics and socialization skills. Because of positive findings reported by participants and the VSM Manual project, this study may promote increased use of VSM to aid students with ASDs in the development of appropriate communication skills for the general education setting. This study contributes to social change by providing information and a resource for teachers, therapists, parents, administrators, and students while supporting the current research related to VSM programs for students with ASDs. [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: Middle Schools; Secondary Education; Junior High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A