Comparing methods for teaching imitation: in-vivo versus video modeling

Document Type

Thesis

College

College of Arts and Sciences

Department

Psychology

Degree

M.S. Applied Behavior Analysis

Date Completed

2012

First Committee Member

Dickson, Chata A.

Second Committee Member

MacDonald, Rebecca

Third Committee Member

Thompson, Rachel

Abstract

"The present study compared video and in-vivo modeling as methods to teach imitation to one boy, aged 29 months and diagnosed with an autism spectrum disorder. There were four sets of four action-object combinations. Each of these sets was organized into a matrix in which two combinations were trained, and two were tested later for recombinative generalization. Two of the stimulus sets were taught using a live model, and two were taught using a video model. Neither instructional modality was found to be superior to the other. A total of 8 action-object combinations were trained, and as a result of recombinative generalization, 14 total combinations were obtained. Additionally, accuracy was high when sets taught using in-vivo modeling were probed with a video model, and vice versa for two of the four stimulus sets. The present study supports the use of instructional matrices to teach imitation, and supports the use of video modeling in as much as this approach is more practical in a given context."

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