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Tullis, Christopher A.; Frampton, Sarah E.; Delfs, Caitlin H.; Greene, Kayla; Reed, Sandra – Journal of Behavioral Education, 2021
The current study combined equivalence-based instruction and instructive feedback (IF) with two groups of children with autism spectrum disorder. For group 1, three sets of three targets were tested, and for group 2, two sets of three targets were tested. For each target stimulus, the following verbal operants were evaluated: (1) tact name, (2)…
Descriptors: Feedback (Response), Verbal Operant Conditioning, Group Instruction, Observational Learning
Blowers, Andrew P.; Luczynski, Kevin C.; McKeown, Ciobha A. – Journal of Applied Behavior Analysis, 2021
Whether a child with autism spectrum disorder will exhibit observational learning may depend on their attention to and the stimulus modalities of the observed contingency. We used multiple-probe and repeated-acquisition designs to test observational learning across a diverse set of contingencies, which included hidden edible, hidden toy, hidden…
Descriptors: Children, Autism, Pervasive Developmental Disorders, Observational Learning
Video Prompting to Teach Robotics and Coding to Middle School Students with Autism Spectrum Disorder
Wright, John C.; Knight, Victoria F.; Barton, Erin E.; Edwards-Bowyer, Meghan – Journal of Special Education Technology, 2021
Video-based modeling is an evidence-based practice for teaching social and communication skills, functional and daily living skills, and some academic skills (i.e., math) to students with autism spectrum disorder. The efficacy of video-based modeling, however, has not yet been established for STEM skills related to science, technology, or…
Descriptors: Video Technology, Prompting, Coding, Programming
Kaylee S. Wynkoop; Daniel R. Wissinger; Matthew Van Horn – Journal of the American Academy of Special Education Professionals, 2019
The purpose of this meta-analysis is to review the single-subject experimental literature and aggregate results across studies investigating the effects of video modeling (VM) to address independent living skill deficits of students with autism spectrum disorder (ASD) and intellectual disability (ID). A total of 20 studies including 67…
Descriptors: Modeling (Psychology), Observational Learning, Video Technology, Intervention
Leaf, Justin B.; Oppenheim-Leaf, Misty L.; Townley-Cochran, Donna; Leaf, Jeremy A.; Alcalay, Aditt; Milne, Christine; Kassardjian, Alyne; Tsuji, Kathleen; Dale, Stephanie; Leaf, Ronald; Taubman, Mitchell; McEachin, John – Journal of Applied Behavior Analysis, 2016
Individuals with autism spectrum disorder (ASD) have qualitative impairments in social interaction and often prefer food or tangible reinforcement to social reinforcement. Thus, therapists who work with children with ASD often use food or tangible items as reinforcers to increase appropriate behaviors or decrease problem behaviors. The goal of the…
Descriptors: Autism, Pervasive Developmental Disorders, Interpersonal Competence, Preferences
Dixon, Mark R.; Belisle, Jordan; Munoz, Bridget E.; Stanley, Caleb R.; Rowsey, Kyle E. – Journal of Applied Behavior Analysis, 2017
The study evaluated the efficacy of observational learning using the rival-model technique in teaching three children with autism to state metaphorical statements about emotions when provided a picture, as well as to intraverbally state an appropriate emotion when provided a scenario and corresponding metaphorical emotion. The results provide a…
Descriptors: Teaching Methods, Observational Learning, Children, Autism
Merrill, Anna – ProQuest LLC, 2017
Autism Spectrum Disorder (ASD) is a lifelong developmental disability that affects social development and social communication. As the prevalence of ASD increases, more children on the spectrum are growing into adolescents and young adults. Adolescents have unique needs as they transition from childhood to adulthood. One imperative skill deficit…
Descriptors: Autism, Pervasive Developmental Disorders, Adolescents, Interpersonal Competence
MacDonald, Jacquelyn; Ahearn, William H. – Journal of Applied Behavior Analysis, 2015
Observational learning (OL) is critical for the acquisition of social skills and may be an important skill for learning in traditional educational settings. Although OL occurs during early childhood in the typically developing population, research suggests that it may be limited in children diagnosed with autism spectrum disorder (ASD). The…
Descriptors: Observational Learning, Skill Development, Interpersonal Competence, Autism
Cattik, Melih; Odluyurt, Serhat – Turkish Online Journal of Educational Technology - TOJET, 2017
The objective of this study was to teach digital gaming skills to children with autism spectrum disorder (ASD) using a SMART board with a graduated guidance teaching method in a small-group instructional format, to determine the participants' levels of learning by observation, and to determine the views of their families on the conducted…
Descriptors: Video Games, Autism, Pervasive Developmental Disorders, Teaching Methods
Harris, Geri Maria; Little, Steven G.; Akin-Little, Angeleque – Australian Journal of Learning Difficulties, 2017
A severe deficit in handwriting is known as dysgraphia, a problem frequently associated with autism spectrum disorder (ASD). Video self-modelling (VSM) has been proven effective for children with ASD in the strengthening of social skills, verbalizations, and daily living skills. Because VSM has demonstrated success in the acquisition of many types…
Descriptors: Autism, Pervasive Developmental Disorders, Video Technology, Intervention
Plavnick, Joshua B.; Hume, Kara A. – Autism: The International Journal of Research and Practice, 2014
Observational learning is the process used to explain the acquisition of novel behaviors or performance of previously acquired behaviors under novel conditions after observing the behavior of another person and the consequences that follow the behavior. Many learners with autism do not attend to environmental stimuli at a level sufficient to learn…
Descriptors: Autism, Pervasive Developmental Disorders, Observational Learning, Modeling (Psychology)
MacDonald, Rebecca P. F.; Dickson, Chata A.; Martineau, Meaghan; Ahearn, William H. – Education and Treatment of Children, 2015
The purpose of this study was to evaluate the relationship between tasks that require delayed discriminations such as delayed imitation and delayed matching to sample on acquisition of skills using video modeling. Twenty-nine participants with an ASD diagnosis were assessed on a battery of tasks including both immediate and delayed imitation and…
Descriptors: Autism, Pervasive Developmental Disorders, Task Analysis, Video Technology
Leaf, Justin B.; Oppenheim-Leaf, Misty L.; Leaf, Ronald; Courtemanche, Andrea B.; Taubman, Mitchell; McEachin, John; Sheldon, Jan B.; Sherman, James A. – Journal of Applied Behavior Analysis, 2012
Children with an autism spectrum disorder (ASD) may play with limited objects or toys, making it difficult for teachers to identify reinforcers to use in teaching new skills. The goal of this study was to alter children's preferences from highly preferred toys to toys that were originally less preferred using an observational pairing procedure.…
Descriptors: Conditioning, Reinforcement, Observational Learning, Autism
Slim-Topdjian, Lina; Pinto Zipp, Genevieve – Global Education Review, 2016
The increased prevalence of autism has created an increased challenge for teachers to incorporate specialized teaching strategies to address the unique educational and behavioral challenges facing children diagnosed with autism. Providing teachers with educational training opportunities will promote such learning. In the academic world,…
Descriptors: Autism, Teaching Methods, On the Job Training, Video Technology
Axe, Judah B.; Evans, Christine J. – Research in Autism Spectrum Disorders, 2012
Children with autism spectrum disorders often exhibit delays in responding to facial expressions, and few studies have examined teaching responding to subtle facial expressions to this population. We used video modeling to train 3 participants with PDD-NOS (age 5) to respond to eight facial expressions: approval, bored, calming, disapproval,…
Descriptors: Video Technology, Nonverbal Communication, Autism, Modeling (Psychology)