A comparison of peer video modeling and self video modeling to teach textual responses in children with autism.

Abstract

Peer video modeling was compared to self video modeling to teach 3 children with autism to respond appropriately to (i.e., identify or label) novel letters. A combination multiple baseline and multielement design was used to compare the two procedures. Results showed that all 3 participants met the mastery criterion in the self-modeling condition, whereas only 1 of the participants met the mastery criterion in the peer-modeling condition. In addition, the participant who met the mastery criterion in both conditions reached the criterion more quickly in the self-modeling condition. Results are discussed in terms of their implications for teaching new skills to children with autism.

DOI: 10.1901/jaba.2009.42-335

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Cite this paper

@article{Marcus2009ACO, title={A comparison of peer video modeling and self video modeling to teach textual responses in children with autism.}, author={Alonna Marcus and David A Wilder}, journal={Journal of applied behavior analysis}, year={2009}, volume={42 2}, pages={335-41} }