Video Self-Modeling to Teach Classroom Rules to Two Students with Asperger's

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  • Author(s): Lang, Russell; Shogren, Karrie A.; Machalicek, Wendy
  • Language:
    English
  • Source:
    Research in Autism Spectrum Disorders. Apr-Jun 2009 3(2):483-488.
  • Physical Description:
    PDF
  • Publication Date:
    2009
  • Document Type:
    Journal Articles
    Reports - Evaluative
  • Additional Information
    • Availability:
      Elsevier. 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126; Tel: 407-345-4020; Fax: 407-363-1354; e-mail: [email protected]; Web site: http://www.elsevier.com
    • Peer Reviewed:
      Y
    • Source:
      6
    • Subject Terms:
      Classroom Techniques; Asperger Syndrome; Video Technology; Teaching Methods; Intervention; Program Effectiveness; Behavior Modification
    • Accession Number:
      10.1016/j.rasd.2008.10.001
    • ISSN:
      1750-9467
    • Abstract:
      Classroom rules are an integral part of classroom management. Children with Asperger's may require systematic instruction to learn classroom rules, but may be placed in classrooms in which the rules are not explicitly taught. A multiple baseline design across students with probes for maintenance after the intervention ceased was used to evaluate the effectiveness of a video self-modeling (VSM) intervention to teach classroom rules to two children with Asperger's. Results indicated that each of the children improved in their ability to recite classroom rules following the VSM intervention. These results were maintained for both students at 12 weeks post-intervention. The findings of this study suggest that VSM is an effective tool for teaching children with Asperger's classroom rules. (Contains 1 figure.)
    • Abstract:
      As Provided
    • Number of References:
      24
    • Publication Date:
      2009
    • Accession Number:
      EJ830411