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EFFECTS OF VIDEO MODELING ON TEACHING BIDS FOR JOINT ATTENTION TO CHILDREN WITH AUTISM
Author(s) -
Rudy Nikki A.,
Betz Alison M.,
Malone Evadne,
Henry Justine E.,
Chong Ivy M.
Publication year - 2014
Publication title -
behavioral interventions
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.605
H-Index - 34
eISSN - 1099-078X
pISSN - 1072-0847
DOI - 10.1002/bin.1398
Subject(s) - joint attention , psychology , video modeling , autism , joint (building) , relevance (law) , object (grammar) , statement (logic) , gaze , cognitive psychology , developmental psychology , teaching method , artificial intelligence , modelling , mathematics education , computer science , linguistics , architectural engineering , philosophy , political science , law , engineering , psychoanalysis
The purpose of this study was to evaluate the effects of video modeling to teach children with autism to initiate bids for joint attention. The video model consisted of a child demonstrating three components of a bid for joint attention with an adult conversational partner: orienting toward the object, emitting a vocal statement, and eye gaze shift toward unique objects in the environment. Results indicated that video modeling alone was effective in teaching all components of joint attention for two of the three children, whereas video modeling plus in vivo prompting was effective for the third participant. Further, bids for joint attention did not generalize across novel items for any of the participants. Results are discussed in terms of the social relevance and validity of the use of video modeling to teach a complex social behavior such as bids for joint attention. Copyright © 2014 John Wiley & Sons, Ltd.