A comparison of peer video modeling and self video modeling to teach textual responses in children with autism.
Peer video modeling was compared to self video modeling to teach 3 children with autism to respond appropriately to (i.e., identify or label) novel letters. A combination multiple baseline and multielement design was used to compare the two procedures. Results showed that all 3 participants met the mastery criterion in the self-modeling condition, whereas only 1 of the participants met the mastery criterion in the peer-modeling condition. In addition, the participant who met the mastery criterion in both conditions reached the criterion more quickly in the self-modeling condition. Results are discussed in terms of their implications for teaching new skills to children with autism.
Marcus
Alonna
A
Florida Institute of Technology, Melbourne, Florida 32901, USA.
Wilder
David A
DA
D001321:Autistic Disorder / Q000523:psychology*; D002648:Child; D002675:Child, Preschool; D004519:Education, Special / Q000379:methods*; D005260:Female; D006801:Humans; D007100:Imitative Behavior / Q000502:physiology*; D007802:Language; D007858:Learning / Q000502:physiology; D008297:Male; D010379:Peer Group; D012919:Social Behavior; D013663:Teaching / Q000379:methods*; D014705:Verbal Behavior / Q000502:physiology*; D014741:Video Recording