Observational learning in children with Down syndrome and developmental delays: the effect of presentation speed in videotaped modelling.
Children with severe developmental delays (three with Down syndrome and three with autism as the primary diagnosis) observed a videotaped model performing two basic dressing skills without prompting, verbal or otherwise, or explanation by an instructor. In a within-subjects design, dressing skills that were presented at a relatively slow presentation speed through videotaped modelling were eventually performed better than those presented at a relatively fast speed. These data in combination with evidence from this laboratory that passive modelling of basic skills is more effective than interactive modelling (e.g., Biederman, Fairhall, Raven, & Davey, 1998; Biederman, Davey, Ryder, & Franchi, 1994; Biederman, Ryder, Davey, & Gibson, 1991) suggest that standard instructional techniques warrant reexamination both from the basis of instructional effectiveness and the efficient use of the allotment of teacher time.
Biederman
G B
GB
Division of Life Sciences, University of Toronto, Scarborough, Ontario, Canada. bieder@scar.utoronto.ca
Stepaniuk
S
S
Davey
V A
VA
Raven
K
K
Ahn
D
D
D002648:Child; D002652:Child Behavior / Q000502:physiology; D002658:Developmental Disabilities / Q000175:diagnosis*; D004314:Down Syndrome; D005260:Female; D006801:Humans; D007858:Learning / Q000502:physiology*; D008297:Male; D010775:Photic Stimulation; D012919:Social Behavior; D013997:Time Factors; D014743:Videotape Recording