Open AccessTeaching Independent Transitioning to Young Children with Autism Using Video Self-Modeling with Video Feedback via iPads
Author(s) -
Lema Kabashi,
Ann Epstein
Publication year - 2017
Publication title -
world journal of educational research (los angeles. online)/world journal of educational research
Language(s) - English
Resource type - Journals
eISSN - 2375-9771
pISSN - 2333-5998
DOI - 10.22158/wjer.v4n3p367
Subject(s) - autism , autism spectrum disorder , psychology , intervention (counseling) , video modeling , developmental psychology , teaching method , mathematics education , modelling , psychiatry
This study investigated the efficacy of V ideo S elf- M odeling (VSM) with video feedback using iPads to improve independent transitioning of two young children, a first grader and a preschooler, with Autism Spectrum Disorder (ASD) across play activities and school routines. It was hypothesized that participants would transition independently through play activities anddaily routines after watching their exemplary behaviors on an iPad. Teachers and teacher assistants delivered the intervention in inclusive classrooms. An A-B-A-B research design was used with the first grader whereas an A-B-A design was implemented with the preschooler. Findings show that both participants improved targeted behaviors. Independent transitioning skills were also maintained for both participants one month after the intervention was withdrawn. Social validity results show that parents of participants and their teachers favoredand recommended the video self-modeling with video feedback intervention for other children with autism.