NDLI: Use of Video Modeling to Improve Independent Functioning skills and Decrease Prompt Dependency in Students with Autism Spectrum Disorder

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Use of Video Modeling to Improve Independent Functioning skills and Decrease Prompt Dependency in Students with Autism Spectrum Disorder

Content Provider	Semantic Scholar
Author	Villegas, P.
Copyright Year	2016
Abstract	In a school setting, students are expected to continually transition, which may cause behavioral problems and prompt dependency to complete transitional routines. The purpose of this study is to analyze whether using video modeling will improve independent functioning skills and decrease prompt dependency of students with Autism Spectrum Disorder. Statement of the Problem One of the diagnostic criteria for Autism Spectrum Disorder (ASD) is the insistence of sameness and inflexible adherence to routines represented by extreme distress at small changes and difficulty with transitions, among other characteristics (DSM-V, 2011). That difficulty to adjust to changes and the strength in visual processing ability in this group has motivated teachers and professionals to create instructional strategies focused on visual cues. Some of those strategies are visual schedules and video modeling (VM) or video self-modeling (VSM). Visual schedules help students anticipate the order of events and activities and increase independence (Cohen & Sloan, 2007). Video modeling has been suggested as a positive instructional strategy since students are able to observe successful appropriate behaviors rather than inappropriate negative behaviors (Cihak, Fahrenkrog, Ayres, and Smith, 2010; Schmidt and Bonds-Raacke, 2013). Purpose and Research Questions The purpose of this study is to analyze whether video modeling will improve independent functioning skills and decrease prompt dependency in ASD students. The following research question will be investigated: How effective is video modeling in increasing independent functioning skills and decreasing prompt dependency in students with ASD during transitions?
File Format	PDF HTM / HTML
Alternate Webpage(s)	http://digitalcommons.fiu.edu/cgi/viewcontent.cgi?article=1513&context=sferc
Alternate Webpage(s)	https://digitalcommons.fiu.edu/cgi/viewcontent.cgi?article=1513&context=sferc&httpsredir=1&referer=
Language	English
Access Restriction	Open
Content Type	Text
Resource Type	Article

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