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      Enhancing oral comprehension and emotional recognition skills in children with autism: A comparison of video self modelling with video peer modelling

      Koretz, Jasmine May
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      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 https://hdl.handle.net/10289/2356
      Permanent Research Commons link: https://hdl.handle.net/10289/2356
      Abstract
      Video modelling has been shown to be an effective intervention with autistic

      individuals as it takes into account autistic characteristics of those individuals.

      Research on video self modelling and video peer modelling with this population

      has shown both are effective. The purpose of this study was to replicate past

      findings that video modelling is an effective strategy for autistic individuals, and

      to compare video self modelling with video peer modelling, to determine which is

      more effective. The studies here used multiple baselines with alternating

      treatments designs with 6 participants across two target behaviours; emotional

      recognition and oral comprehension. The first compared the video modelling

      methods and found neither method increased the target behaviours to criterion, for

      5 out of the 6 participants. For 1 participant the criterion was only reached for the

      video self modelling condition for the target behaviour 'oral comprehension'. The

      second study first examined the effectiveness of video self modelling and video

      peer modelling with supplementary assistance for 4 participants. Second, it

      examined a new peer video for a 5th participant, and third, it compared the two

      video modelling methods (with supplementary assistance). Results indicated 1

      participant reached the criterion in both video modelling conditions, 1 participant

      showed improvements and 2 participants never increased responding. This study

      indicated 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 is

      because a new peer video used during the second study dramatically increased this

      participants responding. Intervention fidelity, generalisation and follow-up data

      were examined. Measures of intervention fidelity indicated procedural reliability.

      Generalisation was unsuccessful across three measures and follow-up data

      indicated similar trends to intervention. Only video self modelling effects

      remained at criterion during follow-up. Results are discussed with reference to

      limitations, future research and implications for practice.
      Date
      2007
      Type
      Thesis
      Degree Name
      Master of Social Sciences (MSocSc)
      Publisher
      The University of Waikato
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      All items in Research Commons are provided for private study and research purposes and are protected by copyright with all rights reserved unless otherwise indicated.
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      • Masters Degree Theses [2385]
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