Abstract
ABSTRACTVideo self-modeling (VSM) is a promising intervention strategy for teaching a variety of novel skills to children with autism spectrum disorders (ASD). The present study provides preliminary effects of VSM on reducing the vocal stereotypy of children with ASD. Two children participated and experimental control was achieved using a multiple-baseline across subjects design. Results were highly encouraging with one of the participants who showed a large reduction of his vocal stereotypy. Also, the intervention gains were successfully generalized across stimuli, people, and settings and maintained at 2-month follow-up assessment. However, for the other participant, the intervention was interrupted prematurely as he showed stressful reactions in relation to the videos that were presented as part of the intervention. Possible mechanisms for the success of this procedure are discussed as well as implications for its use in educational settings and areas for further research.
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
