{"id":{"repo_id":"unt","oai_identifier":"info:ark/67531/metadc4769"},"canonical_url":"https://search.dev.ndltd.org/etd/unt/info:ark/67531/metadc4769","repository":{"repo_id":"unt","name":"University of North Texas","base_url":"https://digital.library.unt.edu/oai/"},"display":{"title":"Using video modeling to teach complex play sequences to children with autism.","abstract":"Overcoming social skill deficits in children with autism is a challenge faced by educators and caregivers. Video modeling is a method of training that can promote generalization. This study extends the literature by investigating effects of video modeling on repetitive motor and vocal responses and skill generalization to other settings for children with low-functioning autism/ developmental disabilities. A multiple baseline across 3 play sequences was implemented with 3 males. Results indicate that 2 acquired vocal and motor responses and 1 acquired imitative noises and motor responses using video modeling alone. Generalization occurred with 2 participants. These findings have important implications for the field showing that video modeling can enable educators and caregivers to help children with autism overcome social skill deficits.","abstract_html":"Overcoming social skill deficits in children with autism is a challenge faced by educators and caregivers. Video modeling is a method of training that can promote generalization. This study extends the literature by investigating effects of video modeling on repetitive motor and vocal responses and skill generalization to other settings for children with low-functioning autism/ developmental disabilities. A multiple baseline across 3 play sequences was implemented with 3 males. Results indicate that 2 acquired vocal and motor responses and 1 acquired imitative noises and motor responses using video modeling alone. Generalization occurred with 2 participants. These findings have important implications for the field showing that video modeling can enable educators and caregivers to help children with autism overcome social skill deficits.","abstract_has_math":false,"creators":["Jeffreys, Chris"],"institution":"University of North Texas","degree_name":null,"degree_level":null,"degree_discipline":null,"degree_department":null,"school":null,"contributors":["Ellis, Janet","Glenn, Sigrid S., 1939-","Callahan, Kevin"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2005,"date_issued":"2005-05","date_published":"2005-05","updated_at":"2026-07-24T05:35:09Z","subjects":["Autistic children -- Education.","Video tapes in education.","video modeling","autism","complex play sequences","social skills","challenging behaviors","behavior analysis"],"languages":["English"],"rights":["Public","Copyright","Jeffreys, Chris","Copyright is held by the author, unless otherwise noted. All rights reserved."],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier","label":"Identifier","values":["oclc: 62124729","https://digital.library.unt.edu/ark:/67531/metadc4769/","ark: ark:/67531/metadc4769"],"render_values":[{"text":"oclc: 62124729","href":null,"code":true},{"text":"https://digital.library.unt.edu/ark:/67531/metadc4769/","href":"https://digital.library.unt.edu/ark:/67531/metadc4769/","code":true},{"text":"ark: ark:/67531/metadc4769","href":null,"code":true}]}]},"links":{"outbound_url":"https://doi.org/10.12794/metadc4769","outbound_label":"DOI","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Ellis, Janet","Glenn, Sigrid S., 1939-","Callahan, Kevin"]},{"key":"dc:creator","label":"Author","values":["Jeffreys, Chris"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2005-05"]},{"key":"dc:publisher","label":"Institution","values":["University of North Texas"]},{"key":"dc:type","label":"Dc Type","values":["Thesis or Dissertation"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Autistic children -- Education.","Video tapes in education.","video modeling","autism","complex play sequences","social skills","challenging behaviors","behavior analysis"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["English"]},{"key":"dc:rights","label":"Dc Rights","values":["Public","Copyright","Jeffreys, Chris","Copyright is held by the author, unless otherwise noted. 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Results indicate that 2 acquired vocal and motor responses and 1 acquired imitative noises and motor responses using video modeling alone. Generalization occurred with 2 participants. These findings have important implications for the field showing that video modeling can enable educators and caregivers to help children with autism overcome social skill deficits."]},{"key":"dc:format","label":"Dc Format","values":["Text"]},{"key":"dc:title","label":"Title","values":["Using video modeling to teach complex play sequences to children with autism."]}]}],"canonical_facts":{"dc:contributor":["Ellis, Janet","Glenn, Sigrid S., 1939-","Callahan, Kevin"],"dc:creator":["Jeffreys, Chris"],"dc:date":["2005-05"],"dc:description":["Overcoming social skill deficits in children with autism is a challenge faced by educators and caregivers. Video modeling is a method of training that can promote generalization. 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