01AugVideo modeling

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Two papers on video modeling. One for pretend play with toys, one for perspective taking, both for autism. Video modeling is a way for children to observe, imitate and learn the skills and behaviors of their peers.

Using video modeling and reinforcement to teach perspective-taking skills to children with autism by Linda A LeBlanc, Andrea M Coates, Sabrina Daneshvar, Marjorie H Charlop-Christy, Caroline Morris, and Blake M Lancaster (2003)

We evaluated video modeling and reinforcement for teaching perspective-taking skills to 3 children with autism using a multiple baseline design. Video modeling and reinforcement were effective; however, only 2 children were able to pass an untrained task, indicating limited generalization. The findings suggest that video modeling may be an effective technology for teaching perspective taking if researchers can continue to develop strategies for enhancing the generalization of these new skills.


Using video modeling to teach pretend play to children with autism by Rebecca MacDonald, Michelle Clark, Elizabeth Garrigan, Madhuri Vangala.

Children with autism often fail to develop the rich repertoires of pretend play seen in typically developing children. Video modeling is a teaching methodology that has been shown to produce rapid acquisition of a variety of skills in children with autism. The purpose of the present study was to use video modeling to teach thematic pretend play skills to two preschool children with autism. Scripted play scenarios involving up to 17 verbalizations and 15 play actions by toy figurines were videotaped using adult models. A multiple probe design within child across play sets was used to demonstrate experimental control. Children were shown the video model two times and no further prompting or reinforcement was delivered during training. Results indicated that both children acquired the sequences of scripted verbalizations and play actions quickly and maintained this performance during follow-up probes. These findings are discussed as they relate to types of play and the development of extended play repertoires in young children with autism




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