A comparison point of view video modeling and video self-modeling for preschool-aged children with autism spectrum disorder

Video modeling interventions have been recognized as effective and evidence-based behavioral interventions for individuals with autism spectrum disorders; however, the effectiveness of different types of video modeling is still being explored. The present study examined the effectiveness of point of view video modeling compared to video self-modeling using a novel object retrieval task. A multiple baseline, across participants research design was used to assess four, three to four-year-old children with a primary diagnosis of autism. Although both forms of video modeling were successful in teaching the task to all of the participants, point of view video modeling resulted in faster acquisition. Possible explanations for the difference in effectiveness between the models are discussed.

Grantor dc:publisher

University of Tennessee at Chattanooga

Author dc:creator

• Ogle, Lindsey Nicole

Contributors dc:contributor

• Warren, Amye
• Buggey, Tom; Metzger, Richard L.
• College of Arts and Sciences

• Children with autism spectrum disorders -- Treatment
• Simulation games in education
• Education -- Effect of technological innovations on
• Video games and children
• Video games -- Study and teaching

Licence

• https://rightsstatements.org/page/InC/1.0/?language=en

Language dc:language

English, eng

Repository record dc:identifier

https://scholar.utc.edu/theses/58

OAI identifier oai:identifier

oai:scholar.utc.edu:theses-1060