The Effectiveness Of Video Modeling Procedures On Request An Item Behavior Children With Autism Spectrum Disorders (ASD)

 

RESEARCH ASSISTANT MELIH CATTIK RESEARCH INSTITUTE FOR INDIVIDUALS WITH

DISABILITIESANADOLU UNİVERSİTY /TURKEY

 

METHODParticipants

Two male and a female children with ASD participated in the study. Boys participant were 48 and 50 monhts old and girl participant was 46 monhts at the beginning of the study. All participant’s diagnosis is Autism Spectrum Disorder (ASD). During the study, all participants received group intervention service at a research institue for individuals with disabilities for 4 hours each day, 5 days per week. They hadn’t request an item behavior prior the study. From their parents and classroom teachers’ reports, they enjoyed watching video on the computer at home and smartboard at preschool classroom. So researcher targeted as request an item behavior intervention goals with video modeling.

Setting

The video modeling interventions occured at a group intervention room inside Research Institute for Individuals with Disabilities. This room contained three desks, six student chair, a teacher chair and a computer. The participants attended the video modeling intervention for the one hours in a day. Generalization sessions occured in individual room same institute.

Materials Researcher used a computer, peer modeling records for request an item

behavior, hand camera, tripod, and data collected forms. Video Production Researcher presented the five peer modeling videos which created

using computer. In these videos a typical development peer showed how performing the request an item behavior.

Procedures Researcher used a multiple baseline-across-participants single-subject

design with request an item behavior to evaluate the effectiveness of the video modeling. Researcher collected data during baseline, intervention, generalization and follow-up sessions.

Baseline

The researcher collected all baseline datas from participants at group classroom. Researcher put the participants’ favorite item on the table and waited his/her response. During baseline, no prompts were presented to participants. Each baseline sessions lasted about 2 minutes.

Video Modeling

The participant instructed to watching video modeling from computer and were shown a peer modeling who performing the request an item behavior. And then the participant was allowed up to five seconds to request an item. If participants said “can you give me ……. ?”; researcher said “good job” and gave a food reinforcement to them.

 

Follow up and Generalization

Follow up sessions to assess maintanance and generalization were identical to baseline but were conducted in the individual classroom with different materials.

 

Baseline, intervention and follow up performances were shown in Figure 1 for children 1, 2 and 3. All three participants learned to request an item behavior.