Enhancing oral comprehension and emotional recognition skills in children with autism: A comparison of video self modelling with video peer modelling
Koretz, J. M. (2007). Enhancing oral comprehension and emotional recognition skills in children with autism: A comparison of video self modelling with video peer modelling (Thesis, Master of Social Sciences (MSocSc)). The University of Waikato, Hamilton, New Zealand. Retrieved from http://hdl.handle.net/10289/2356
Permanent Research Commons link: http://hdl.handle.net/10289/2356
Video modelling has been shown to be an effective intervention with autisticindividuals as it takes into account autistic characteristics of those individuals.Research on video self modelling and video peer modelling with this populationhas shown both are effective. The purpose of this study was to replicate pastfindings that video modelling is an effective strategy for autistic individuals, andto compare video self modelling with video peer modelling, to determine which ismore effective. The studies here used multiple baselines with alternatingtreatments designs with 6 participants across two target behaviours; emotionalrecognition and oral comprehension. The first compared the video modellingmethods and found neither method increased the target behaviours to criterion, for5 out of the 6 participants. For 1 participant the criterion was only reached for thevideo self modelling condition for the target behaviour 'oral comprehension'. Thesecond study first examined the effectiveness of video self modelling and videopeer modelling with supplementary assistance for 4 participants. Second, itexamined a new peer video for a 5th participant, and third, it compared the twovideo modelling methods (with supplementary assistance). Results indicated 1participant reached the criterion in both video modelling conditions, 1 participantshowed improvements and 2 participants never increased responding. This studyindicated that clarity of speech produced by the peer participant in the peer video,may have contributed to a participant's level of correct responding. This isbecause a new peer video used during the second study dramatically increased thisparticipants responding. Intervention fidelity, generalisation and follow-up datawere examined. Measures of intervention fidelity indicated procedural reliability.Generalisation was unsuccessful across three measures and follow-up dataindicated similar trends to intervention. Only video self modelling effectsremained at criterion during follow-up. Results are discussed with reference tolimitations, future research and implications for practice.
The University of Waikato
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