Committee Chair

Warren, Amye R.

Committee Member

Buggey, Tom; Metzger, Richard

Department

Dept. of Psychology

College

College of Arts and Sciences

Publisher

University of Tennessee at Chattanooga

Place of Publication

Chattanooga (Tenn.)

Abstract

Video modeling interventions have been recognized as effective and evidence-based behavioral interventions for individuals with autism spectrum disorders; however, the effectiveness of different types of video modeling is still being explored. The present study examined the effectiveness of point of view video modeling compared to video self-modeling using a novel object retrieval task. A multiple baseline, across participants research design was used to assess four, three to four-year-old children with a primary diagnosis of autism. Although both forms of video modeling were successful in teaching the task to all of the participants, point of view video modeling resulted in faster acquisition. Possible explanations for the difference in effectiveness between the models are discussed.

Degree

M. S.; A thesis submitted to the faculty of the University of Tennessee at Chattanooga in partial fulfillment of the requirements of the degree of Master of Science.

Date

5-2012

Subject

Children with autism spectrum disorders -- Treatment; Simulation games in education; Education -- Effect of technological innovations on; Simulation games in education; Video games and children; Video games -- Study and teaching

Keyword

Autism spectrum disorders; Video modeling interventions

Discipline

Psychology

Document Type

Masters theses

Extent

ix, 44 leaves

Language

English

Rights

Under copyright.

License

http://creativecommons.org/licenses/by-nc-nd/3.0/

Included in

Psychology Commons

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