Comparison of the use of video modeling with and without voiceover instruction to teach parents of children with autism

Document Type

Thesis

College

College of Arts and Sciences

Department

Psychology

Degree

M.S. Applied Behavior Analysis

Date Completed

2017

First Committee Member

MacDonald, Rebecca

Second Committee Member

Thompson, Rachel

Third Committee Member

Karsina, Allen

Abstract

"The purpose of the current study was to compare the effects of video modeling with and without a voiceover narration on parents’ acquisition of joint attention and incidental teaching procedures. Participants worked in 2 parent-child dyads for the duration of the study. A multiple probe design across dyads was used. Parents of children with autism were trained to implement joint attention and incidental teaching procedures using video models without voiceover and video models with voiceover. The need for a voiceover component within video modeling varied across skills for each parent, but video models with and without voiceover were both effectively used to teach parents. The implications for using voiceover with video modeling to teach parents are discussed."

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