Comparing the effectiveness of video modeling and video prompting with children with autism

Document Type

Thesis

College

College of Arts and Sciences

Department

Psychology

Degree

M.S. Applied Behavior Analysis

Date Completed

2015

First Committee Member

MacDonald, Rebecca

Second Committee Member

Dickson, Chata

Third Committee Member

Thompson, Rachel

Abstract

"The purpose of this study was to evaluate the effectiveness of video modeling and video prompting plus graduated guidance in teaching daily living skills to individuals with autism who lacked delayed imitation. Delayed imitation is a suggested prerequisite skill for learning through video modeling. Two individuals with autism were assessed on both delayed imitation trial types and delayed two-step imitation trial types and demonstrated less than 50% accuracy. Four tasks were taught using video modeling and video prompting plus graduated guidance to determine if one strategy was more efficient. Both participants acquired all four tasks. One participant acquired the first two tasks taught through video prompting plus graduated guidance but was able to acquire the final two tasks through video modeling. The second participant learned all behavior chains through video prompting plus graduated guidance. These finding suggest that video-based interventions are appropriate for individuals who lack posited prerequisite skills."

This document is available upon request to Western New England University faculty, students, and staff. Please contact D'Amour Library at for access.

Share

COinS