Video Modeling and Observational Learning to Teach Gaming Access to Students with ASD.
The purpose of this study was to evaluate both video modeling and observational learning to teach age-appropriate recreation and leisure skills (i.e., accessing video games) to students with autism spectrum disorder. Effects of video modeling were evaluated via a multiple probe design across participants and criteria for mastery were based on these results. Secondary measures were collected on observational learning across participants and behaviors. Participants included 4 children with autism, ages 8-11, who were served in self-contained special education classrooms. Results indicated a functional relation between video modeling and increased independence in gaming; observational learning occurred for at least some steps across students. Results, implications for practitioners, limitations, and ideas for future research are discussed.
University of Kentucky, 229 Taylor Education Building, Lexington, KY, 40506, USA. amy.spriggs@uky.edu.|University of Georgia, Aderhold Hall, Athens, GA, 30602, USA. amy.spriggs@uky.edu.
Amy D
AD
Spriggs
University of Georgia, Aderhold Hall, Athens, GA, 30602, USA.
David L
DL
Gast
University of Kentucky, 229 Taylor Education Building, Lexington, KY, 40506, USA.|Vanderbilt University, Nashville, TN, 37203, USA.
Victoria F
VF
Knight
D000067877:Autism Spectrum Disorder / Q000523:psychology*; D002648:Child; D004519:Education, Special / Q000379:methods*; D005260:Female; D006801:Humans; D007858:Learning; D008297:Male; D013334:Students; D018910:Video Games; D014741:Video Recording
ASD; Autism; Gaming; Observational learning; Recreation and leisure skills; Video games; Video modeling