Increasing independence in children with autism spectrum disorders using video self modeling.

[摘要] Independent task completion was examined using a multiple probe across participants research design for three students with autism spectrum disorders (ASD) functioning in an inclusive classroom. Results were positive and suggest that video self-modeling (VSM) is a viable solution to decrease prompt dependence and increase independence and task completion for students with an ASD. Participants quickly reached criterion, generalized behavior, and maintained skills after four weeks at 80-100% independence. Social validity of VSM was also measured by surveying teachers and students and found clear variations between general and special education teachers regarding their perceptions of the independence of students as a result of the VSM. This study also revealed the discrepancy between the levels of prompting between general education and special education teachers.

[发布机构] University:University of Louisville;Department:Special Education

[效力级别] Task completion

[关键词] Independence;Task completion;Autism;Video self modeling;Inclusion;Elementary