Self-Modeling to Promote Social Initiations with Young Children with Developmental Disabilities

Autor/inn/en	Buggey, Tom; Crawford, S. Caroline; Rogers, Chelsea L.
Titel	Self-Modeling to Promote Social Initiations with Young Children with Developmental Disabilities
Quelle	In: Focus on Autism and Other Developmental Disabilities, 33 (2018) 2, S.111-119 (9 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1088-3576
DOI	10.1177/1088357616667591
Schlagwörter	Autism; Developmental Disabilities; Pervasive Developmental Disorders; Down Syndrome; Young Children; Interpersonal Competence; Social Behavior; Modeling (Psychology); Video Technology; Program Effectiveness; Rating Scales; Infants; Child Development; Observation; Child Behavior; Preschool Children; Childhood Autism Rating Scale; Bayley Scales of Infant Development + Suchen Sie Ihr Suchwort? Autismus; Entwicklungsstörung; 'Downs Syndrome; Down''s Syndrome'; Down-Syndrom; Frühe Kindheit; Interpersonale Kompetenz; Social behaviour; Soziales Verhalten; Modeling; Modelling; Modellierung; Rating-Skala; Infant; Toddler; Toddlers; Kleinkind; Kindesentwicklung; Beobachtung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule
Abstract	Video self-modeling (VSM) uses a method called "feedforward" to provide children the opportunity to view themselves as they perform in a more advanced or appropriate manner than they do presently. Typically, this is accomplished through the careful editing of videos. Studies on VSM and social skills with children on the autism spectrum ages 3 to 4 years have produced mixed results. In this study, a single-subject multiple-baseline design across four children (three on the autism spectrum and one with Down syndrome) with a mean age of 4 years 2 months was used to determine whether VSM would facilitate social initiations. This study was meant to be a replication of a study published in 2012. Positive changes were seen for all four children. The relationship between age and VSM efficacy is discussed along with other factors that may influence VSM outcomes with young children. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01