A comparison of peer video modeling and self video modeling to teach textual responses in children with autism.

Journal of Applied Behavior Analysis
Alonna Marcus, David A Wilder

Abstract

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.

References

Mar 23, 2001·Journal of Autism and Developmental Disorders·M H Charlop-ChristyK A Freeman
Nov 1, 1961·Journal of Abnormal and Social Psychology·A BANDURAS A ROSS
Jan 15, 2008·Journal of Applied Behavior Analysis·Jaime Ann DeQuinzioClaire L Poulson

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Citations

Jun 30, 2012·Journal of Learning Disabilities·Martha M Decker, Tom Buggey
Dec 2, 2010·Journal of Applied Behavior Analysis·Kaneen B GeigerStephanie L Bates
Apr 17, 2012·Research in Developmental Disabilities·Rose A MasonSiglia P Camargo

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