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A COMPARISON OF PEER VIDEO MODELING AND SELF VIDEO MODELING TO TEACH TEXTUAL RESPONSES IN CHILDREN WITH AUTISM
Author(s) -
Marcus Alonna,
Wilder David A.
Publication year - 2009
Publication title -
journal of applied behavior analysis
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.1
H-Index - 76
eISSN - 1938-3703
pISSN - 0021-8855
DOI - 10.1901/jaba.2009.42-335
Subject(s) - video modeling , autism , psychology , multiple baseline design , modelling , structural equation modeling , developmental psychology , teaching method , mathematics education , computer science , intervention (counseling) , machine learning , psychiatry
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 1 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.