engleski

Comparison of in vivo and video modeling in teaching play and self – help skills to preschool children with autism

Research has shown that both in vivo modeling and video modeling are effective in teaching new behaviors to children with autism and in promoting generalization and maintenance of these behaviors. There are only a few studies that directly compared these procedures, but none of them is focusing on preschool children. This study is designed to compare using in vivo and video modeling in teaching preschool children with autism. Participants are three children, ages 3 to 5 included in home – based early intervention program. All participants have the basic imitation skills. The skills that are taught are selected from their Individual Education Programs. For every child two tasks for the self – help skills and two tasks for play skills are selected. One task from each area is presented through video modeling and the other through in vivo modeling. Adult models are used both in video and in vivo modeling. Direct prompting for task is not provided during the sessions. Prompting is only used for on task behavior during the modeling Session. Reinforcement is used when a child independently demonstrates the skill after the presentation by the model. Acquisition of skills via in vivo and video modeling is compared. The sessions are taped and children’ s performances are scored by three observers blind to the study and interobserver agreement is calculated. Results will show whether video or in vivo modeling is more effective in teaching self help and play skills to preschool children with autism. The research is sponsored by the Ministry of Science, Education and Sport.

autism; video modeling

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