Comparison of TAGteach and Video Modeling to Teach Daily Living Skills to Adolescents with Autism

Autor/inn/en	Wertalik, Jennifer L.; Kubina, Richard M.
Titel	Comparison of TAGteach and Video Modeling to Teach Daily Living Skills to Adolescents with Autism
Quelle	In: Journal of Behavioral Education, 27 (2018) 2, S.279-300 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Wertalik, Jennifer L.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1053-0819
DOI	10.1007/s10864-017-9285-4
Schlagwörter	Teaching Methods; Autism; Pervasive Developmental Disorders; Daily Living Skills; Adolescents; Program Effectiveness; Late Adolescents; Males; Video Technology; Modeling (Psychology); Educational Technology; Technology Uses in Education + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Autismus; Alltagsfertigkeit; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Halbstarker; Male; Männliches Geschlecht; Modeling; Modelling; Modellierung; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen
Abstract	The development of independent behavior, specifically for daily living skills, proves critical as individuals with autism spectrum disorder (ASD) pass through the high school environment into adulthood. The present study examined the short-term effects of two instructional methods (i.e., TAGteach, video modeling) to improve accuracy on daily living tasks for adolescents with ASD. The experimenter implemented an adapted alternating treatments design to compare the effects of TAGteach and video modeling for teaching daily living skills (i.e., teeth brushing, face washing, applying deodorant). Participants included three 17-year-old male students diagnosed with ASD who made minimal progress acquiring these skills in the past. Results indicated that short-term instruction using both TAGteach and video modeling produced immediate improvements in performance on targeted tasks for all three students. (As Provided).
Anmerkungen	Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01