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ERIC Number: EJ1019231
Record Type: Journal
Publication Date: 2013-Dec
Pages: 10
Abstractor: As Provided
Reference Count: 28
ISBN: N/A
ISSN: ISSN-1088-3576
The Use of Self-Modeling to Promote Social Interactions among Young Children
Buggey, Tom; Ogle, Lindsey
Focus on Autism and Other Developmental Disabilities, v28 n4 p202-211 Dec 2013
Video self-modeling (VSM) has been used to teach social skills to children with autism older than 4 years of age. Attempts to use VSM with younger children with disabilities have produced less than favorable results; however, it is unclear whether VSM could be used to promote social initiations by typically developing children. Thirty minutes of staged filming, in which the four typically developing participants were prompted to interact with a peer with autism on the playground and inside during center time, was edited into 2.5- to 3-min clips. Each clip took less than 2 [hours] to edit. Data were collected on frequency of solitary play, initiations, parallel play, and engaged play and were then analyzed in a multiple-baseline-across-participants single-case design. Visual analysis led to the conclusion that VSM did not affect the typically developing children's behavior. Limitations of the study and cautions for using VSM with very young children are discussed.
SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Publication Type: Journal Articles; Reports - Research
Education Level: Preschool Education; Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Mullen Scales of Early Learning; Vineland Adaptive Behavior Scales