etadd_47(3) - Division on Autism and Developmental Disabilities

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Figure 4. Jonah’s Progress in Play Skills and MLU. Jonah’s baseline was 11 sessions (5.5 weeks), instruction was nine sessions (4.5 weeks), generalization was eight sessions (absent one), and maintenance was two sessions (1 week) with a total of 30 sessions (11 weeks). In training session #3, Jonah mastered play level 8. In training session #6, Ryan mastered play level 10. In training session #7, Ryan mastered play level 12. At training session #8, Ryan mastered play level 13 on the last session. Ryan left at play level 14. The highest level of play observed in any session was level 15/16. indicated on the consent form that the investigation’s procedures were acceptable to them and video modeling has been established as both time and cost effective. (Bellini & Akullian, 2007; Charlop-Christy, Le, & Freeman, 2000; Hine & Wolery, 2006). We did, however, ask adults at an autism conference to judge the intervention to formally establish social validity. The regional conference focused on intervention strategies for children with autism and other developmental disorders. Of the audience, 124 of 136 adults (parents, educators, and therapists) responded to our request. The individuals were asked to code a randomly–chosen selection of clips of the four participants, one each during baseline, intervention and maintenance phases. The individuals were asked to qualitatively judge the overall frequency and appropriateness of the participants’ play and play– related language. All respondents were blind to the investigation and its purpose. A one– minute clip was systematically selected from each of the four participants (e.g., the second minute of each participant’s second baseline trial was used for that participant’s baseline clip). The resulting twelve clips (three from each of the four participants) were placed in a random order, and shown to the coders in a single session. The coders were asked to code each clip using a five-point Likert scale for each of the following questions: Was the child engaged with toys? Was the child playing with the toys appropriately? How much language is the child using appropriately? Did the child look like he was having fun? See Figure 5. The average ratings by the naïve adults were examined using paired sample t-tests between baseline and treatment and between baseline and maintenance. Significant differences were identified across all four children and rating categories (engagement, play, language, and 314 / Education and Training in Autism and Developmental Disabilities-September 2012
Figure 5. Social Validity: Average ratings across the four participants at baseline, during instruction phases, and during maintenance by naïve observers on engagement, play, use of language, and if the child looks like he is having fun. 4 Always/A Lot 3 Almost Always/Quite a Bit 2 Sometimes/Medium Amount 1 Almost Never/Very Little 0 Never/None From baseline to intervention* showed significant change at p < .05 (Jonah play), p < .01 (Ian engagement and play), and p < .001 (for all other participants on four ratings) with the exception of one non-significant finding for Ian in his language. From baseline to maintenance**, significant changes were observed at p < .05 (Jonah play), p < .01 (Ian language) and p < .001 (for all other participants on four ratings). fun), except for language ratings on Ian’s baseline to intervention. The naïve adults rated the children as having significantly better play skills and engagement during the maintenance phase. Although language improvement was rated as having the least qualitative change, the observer ratings increased by an average of one Likert scale point. Discussion The purpose of this study was to examine if a video modeling methodology could be effective in teaching both play and language skills to young children with autism. In an area that is termed a “core deficit,” a deficit that defines the disorder and is naturally difficult for such children, the four children in this study made significant gains. In addition, their mean length of utterance and language scores also improved significantly over the course of the intervention. These findings were both socially validated by unbiased and un-informed observers who clearly noted a qualitative change in the children’s play and language use in general. As reported by Paparella and Kasari (2004) and Kasari, Freeman, and Paparella (2001), children can be taught play skills and language can concurrently develop and be main- Video Modeling for Appropriate Play and Connected Speech / 315
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Education and Training in Autism an
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ities. Scholars have argued that do
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discussions were held with 12 addit
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TABLE 1 A Sample of Community Funds
Page 13 and 14: et al., 2007). At the school, stude
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Page 23 and 24: TABLE 3 Word Lists List No. Trainin
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Page 33 and 34: TABLE 1 Target Vocabulary Words by
Page 35 and 36: Figure 1. Example of PowerPoint Sli
Page 37 and 38: TABLE 3 Mean Percentage of Correct
Page 39 and 40: Figure 4. Jake’s percentages corr
Page 41 and 42: man-Martin et al. (2005) by demonst
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Page 51 and 52: with the removal of the interventio
Page 53 and 54: Accordingly, recent research has in
Page 55 and 56: Method Participants Four male child
Page 57 and 58: TABLE 2 Play Scale - Developmental
Page 59 and 60: elated utterances, which were used
Page 61 and 62: Figure 1. Ian’s Progress in Play
Page 63: Figure 3. Ryan’s Progress in Play
Page 67 and 68: (2000). A comparison of video model
Page 71 and 72: Method Participants Four high schoo
Page 73 and 74: TABLE 1 Task Analyses for all Tasks
Page 75 and 76: Figure 1. Holly multiple baseline g
Page 77 and 78: Figure 3. Norman multiple baseline
Page 79 and 80: ing at photographs. Jake only requi
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Page 83 and 84: table video aids may lead to greate
Page 85 and 86: TABLE 2 Task Analyses Including Vid
Page 87 and 88: table.” During the session, the t
Page 89 and 90: Figure 2. Percent of steps with err
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Page 97 and 98: TABLE 2 Participants Demographic Da
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Page 101 and 102: TABLE 4 Total Number of Items Answe
Page 103 and 104: Figure 2. Total number of procedura
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Page 111 and 112: & Cobb, 2002). Generalization, the
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Procedure Baseline. In this multipl
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condition for each student. With th
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was repeated across all participant
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Boning, R. A. (1997). SRA Specific
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TABLE 1 Student demographic informa
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ping, dining out, voting) and diffe
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TABLE 2 Content Standards, Alternat
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Student Achievement Figures 3-6 pro
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Figure 4. Student data across math
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Figure 6. Student data across math
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A second limitation of the current
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y students with intellectual disabi
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TABLE 1 Studies of Mathematics Inte
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subject design to provide an interv
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Neef and colleagues (2003) demonstr
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abilities. Education and Training i
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