Buggey, Tom J.
McWilliam, Robin A.; Wingate, Kim
College of Health, Education, and Professional Studies
University of Tennessee at Chattanooga
Place of Publication
Video self-modeling (VSM) has been used successfully to teach play and communication skills to children with autism over age 4. Research has demonstrated a need to evaluate the effectiveness of VSM with younger children, as well as to assess which types of behaviors/skills can be taught through VSM. Two videos were recorded and edited to demonstrate a three year old child with developmental delay (at risk for ADHD) performing tasks during play and meals with the goal of teaching him to roll a ball and sit in his chair for longer at family meals. Parents were responsible for implementing the VSM intervention as well as collecting data through video (with the author's support). Results demonstrated that VSM might have been successful to teach the child to take turns with his sister in ball play but did not consistently increase the amount of time he would sit in his chair during meals. Implications for practice of this intervention and need for further research with very young children are also discussed.
M. Ed.; 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 Education.
Early childhood education -- Activity programs; Children with disabilities -- Education (Early childhood)
vi, 28 leaves
Love, Deidra, "The effectiveness of video self-modeling to teach play and adaptive skills to a young preschooler with developmental disabilities" (2014). Masters Theses and Doctoral Dissertations.