A COMPARISON OF PEER VIDEO MODELING AND SELF VIDEO MODELING TO TEACH TEXTUAL RESPONSES IN CHILDREN WITH AUTISM

被引：66

作者：

Marcus, Alonna ^{[1
]}

Wilder, David A. ^{[1
]}

机构：

[1] Florida Inst Technol, Sch Psychol, Melbourne, FL 32901 USA

来源：

JOURNAL OF APPLIED BEHAVIOR ANALYSIS | 2009年 / 42卷 / 02期

关键词：

autism; skill acquisition; textual responses; video modeling; IMITATION; SKILLS;

D O I：

10.1901/jaba.2009.42-335

中图分类号：

B849 [应用心理学];

学科分类号：

040203 ;

摘要：

Peer video modeling was compared to self video modeling to teach 3 children with autism to respond appropriately to (i.e., identify or label) novel letters. A combination multiple baseline and multielement design was used to compare the two procedures. Results showed that all 3 participants met the mastery criterion in the self-modeling condition, whereas only I of the participants met the mastery criterion in the peer-modeling condition. In addition, the participant who met the mastery criterion in both conditions reached the criterion more quickly in the self-modeling condition. Results are discussed in terms of their implications for teaching new skills to children with autism.

引用

页码：335 / 341

页数：7

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