A Bilingual Child Learns Social Communication Skills through Video Modeling--A Single Case Study in a Norwegian School Setting

Autor/inn/en	Özerk, Meral; Özerk, Kamil
Titel	A Bilingual Child Learns Social Communication Skills through Video Modeling--A Single Case Study in a Norwegian School Setting
Quelle	In: International Electronic Journal of Elementary Education, 8 (2015) 1, S.83-98 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1307-9298
Schlagwörter	Bilingual Students; Video Technology; Modeling (Psychology); Skill Development; Communication Skills; Interpersonal Competence; Case Studies; Foreign Countries; Autism; Pervasive Developmental Disorders; Student Behavior; Teaching Methods; Males; Preadolescents; Norwegian; Play; Friendship; Peer Relationship; Intervention; Generalization; Program Effectiveness; Norway + Suchen Sie Ihr Suchwort? Modeling; Modelling; Modellierung; Kompetenzentwicklung; Qualifikationsentwicklung; Kommunikationsstil; Interpersonale Kompetenz; Case study; Fallstudie; Case Study; Ausland; Autismus; Student behaviour; Schülerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Male; Männliches Geschlecht; Pre-adolescence; Präadoleszenz; Norwegisch; Spiel; Freundschaft; Peer-Beziehungen; Norwegen
Abstract	"Video modeling" is one of the recognized methods used in the training and teaching of children with Autism Spectrum Disorders (ASD). The model's theoretical base stems from Albert Bandura's (1977; 1986) social learning theory in which he asserts that children can learn many skills and behaviors observationally through modeling. One can assume that by observing others, a child with ASD can construct an idea of how new behaviors are performed, and on later occasions this mentally and visually constructed information will serve as a guide for his/her way of behaving. There are two types of methods for model learning: 1) "In Vivo Modeling" and 2) "Video Modeling." These can be used a) to teach children with ASD skills that are not yet in their behavioral repertoire and/or b) to improve the children's emerging behaviors or skills. In the case of linguistic minority children at any stage of their bilingual development, it has been presumed that some of their behaviors that can be interpreted as attitude or culture-related actions. This approach, however, can sometimes delay referral, diagnosis, and intervention. In our project, we used "Video Modeling" and achieved positive results with regard to teaching social communication skills and target behavior to an eleven year-old bilingual boy with ASD. Our study also reveals that through "Video Modeling," children with ASD can learn desirable behavioral skills as by-products. "Video Modeling" can also contribute positively to the social inclusion of bilingual children with ASD in school settings. In other words, bilingual children with ASD can transfer the social communication skills and targeted behaviors they learn through second-language at school to a first-language milieu. (As Provided).
Anmerkungen	International Electronic Journal of Elementary Education. T&K Akademic Rosendalsvein 45, Oslo 1166, Norway. e-mail: iejee@iejee.com; Web site: http://www.iejee.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01