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Video-based intervention for individuals with Autism

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Rayner, CS (2011) Video-based intervention for individuals with Autism. PhD thesis, University of Tasmania.

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Abstract

This doctoral research investigated video-based intervention (VBI) for individuals with autism. Without effective intervention, individuals with autism are likely to experience difficulties with functioning at home, progressing at school, and becoming independent in the community. VBI is a promising educational approach for this population. However, this thesis highlights several important practical and theoretical questions relating to VBI for individuals with autism that have, to date, remained unanswered. In particular, this doctoral research focuses on whether there is a positive relationship between a participant’s imitation ability and the effectiveness of VBI. It also explores the question of whether one type of model (an adult, a peer, a sibling, or the participant themselves) is more effective than the others. Five boys diagnosed with autism and aged between nine and 15 years participated in the three intervention studies. Each study utilised a single-case research design. In the first study, the participant’s imitation assessment (interview and observation-based formats) suggested that he was suited to VBI. As a result of the video modelling (VM) procedures (with an adult-as-model), the participant’s completion of two daily living tasks improved. In the second study, no improvements were observed across three target behaviours as a result of either the adult-as-model or the sibling-as-model VBI conditions. The findings of the second study could be explained, at least in part, by limitations in the participant’s imitation skills, as evidenced by his imitation assessment scores. In the third study, no differences in the effectiveness of the adult-as-model compared with the peer or sibling-as-model conditions were evident for teaching the three boys to tie a shoelace knot. Also, a backward chaining procedure was found to be more effective than the video prompting procedures. Imitation assessment scores, as well as adaptive behaviour age equivalents and severity of autistic impairment scores, could be used to explain differences in acquisition of the target behaviour across participants in the third study. Overall, the findings are consistent with the hypothesis that participants who demonstrate stronger imitation skills are more likely to benefit from VBI. No consistent differences between the effectiveness of sibling, peer, or adult models were identified. The findings of the three studies are considered in terms of how these and other variables influence the effectiveness of VBI. The contribution of these findings to the field and their implications for both research and practice are discussed.

Item Type: Thesis (PhD)
Keywords: video modelling, video prompting, autism, imitation, backward chaining
Additional Information: Copyright © the Author
Date Deposited: 12 Dec 2011 22:38
Last Modified: 24 Aug 2012 02:04
URI: http://eprints.utas.edu.au/id/eprint/12498
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