University of Tennessee at Chattanooga
The effects of video self-modeling on walking skills of preschoolers using walkers
Abstract
dc:description.abstractThe purpose of this study was to expand the existing knowledge on video self-modeling and its use with increasing walking skills of preschool children using walkers. A multiple baseline, single-subject design was used with three preschool age children that measured the number of steps taken. After establishing baseline with each child, they each were shown a short three minute movie of themselves walking every day for at least five days. During this time, measurements of the number of independent steps taken by the children were recorded by the researchers on a self-made chart. This data collection continued for five more days after the last child stopped watching their video. The data from the chart was then used to create a graph. The results showed that vide self-modeling was ineffective in increasing the number of independent steps for one child, inconclusive for another child, and unknown for the last child.
Degree
thesis:*- Grantor dc:publisher
- University of Tennessee at Chattanooga
Author and committee
dc:creator, dc:contributor.*- Author dc:creator
-
- Smith, Kelley A.
- Contributors dc:contributor
-
- Buggey, Tom J.
- Wingate, Kimberly O.; Bradley, Janetta L.; Johnston, Linda B.; Walker, Randy
- College of Health, Education, and Professional Studies
Subjects
dc:subject × 4Rights
dc:rights- Language dc:language
- English, eng
Identifiers
dc:identifier.*- Repository record dc:identifier
- https://scholar.utc.edu/theses/114
- OAI identifier oai:identifier
- oai:scholar.utc.edu:theses-1117