Dissertation/Thesis Abstract

A comparison of two types of video modeling to teach adaptive skills to children with autism
by Burns, Anna L., Ph.D., University of Maryland, Baltimore County, 2012, 180; 3550789
Abstract (Summary)

The study compared learners' point of view video modeling to whole person video modeling to teach table setting and pouring to children with autism. Twenty-six males between the ages of 4-16 participated in the study. Results of an analysis of covariance, Pearson's r correlations and independent sample t-tests indicated that there were no statistically significant differences between the two types of video modeling on either the percentage correct on the last trial or on the number of trials required to achieve mastery. However, a moderate to large effect size was found for the learners' point of view condition, suggesting future research may be warranted. The results of the analysis of covariance also indicated that imitation ability prior to the intervention had a statistically significant relationship with the outcome variables. This finding suggests that children with autism may benefit from being taught to imitate prior to exposure to video modeling interventions.

Indexing (document details)
Advisor: Stapleton, Laura M., Borrero, John C.
Commitee: DeLeon, Iser G., Kahng, SungWoo, Schultz, David
School: University of Maryland, Baltimore County
Department: Psychology
School Location: United States -- Maryland
Source: DAI-B 74/05(E), Dissertation Abstracts International
Subjects: Behavioral psychology, Social psychology, Developmental psychology
Keywords: Adaptive skills, Autism, Video modeling
Publication Number: 3550789
ISBN: 9781267881564
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