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ERIC Number: EJ830411
Record Type: Journal
Publication Date: 2009
Pages: 6
Abstractor: As Provided
Reference Count: 24
ISSN: ISSN-1750-9467
Video Self-Modeling to Teach Classroom Rules to Two Students with Asperger's
Lang, Russell; Shogren, Karrie A.; Machalicek, Wendy; Rispoli, Mandy; O'Reilly, Mark; Baker, Sonia; Regester, April
Research in Autism Spectrum Disorders, v3 n2 p483-488 Apr-Jun 2009
Classroom rules are an integral part of classroom management. Children with Asperger's may require systematic instruction to learn classroom rules, but may be placed in classrooms in which the rules are not explicitly taught. A multiple baseline design across students with probes for maintenance after the intervention ceased was used to evaluate the effectiveness of a video self-modeling (VSM) intervention to teach classroom rules to two children with Asperger's. Results indicated that each of the children improved in their ability to recite classroom rules following the VSM intervention. These results were maintained for both students at 12 weeks post-intervention. The findings of this study suggest that VSM is an effective tool for teaching children with Asperger's classroom rules. (Contains 1 figure.)
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A