Building Play Skills Using Video Modeling and Matrix Training

Autor/inn/en	Carmody, Emily; Stauch, Tiffany
Titel	Building Play Skills Using Video Modeling and Matrix Training
Quelle	In: Journal of Behavioral Education, 31 (2022) 3, S.575-594 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Carmody, Emily)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1053-0819
DOI	10.1007/s10864-020-09414-1
Schlagwörter	Autism Spectrum Disorders; Play; Skill Development; Preschool Children; Teaching Methods; Matrices; Video Technology; Modeling (Psychology) + Suchen Sie Ihr Suchwort? Autism; Autismus; Spiel; Kompetenzentwicklung; Qualifikationsentwicklung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Teaching method; Lehrmethode; Unterrichtsmethode; Matrizenrechnung; Modeling; Modelling; Modellierung
Abstract	Children with autism spectrum disorder often lack fundamental play skills, which can aid development with social, language, and imitation skills (Boutot et al. 2005). The purpose of this study was to extend the previous literature that successfully combined video modeling and matrix training. Matrix training is an efficient way of teaching that encourages generalization without direct teaching of some skills. In this study, play actions were selected from a 2D, 6 × 6 matrix to teach pretend play skills to 3-5-year-old children with a diagnosis of ASD. Play actions were made up of different toy kitchen foods and play actions within a play kitchen setting (e.g., rinse the carrot and cut the pear). Using a multiple probe design across behaviors, the play actions were taught using video modeling and other play actions from the matrix were later assessed for recombinative generalization. Overall, matrix training was effective for producing recombinative generalization, although additional training was required for 1 out of the 3 participants. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01