THE EFFECTIVENESS OF POINT-OF-VIEW VIDEO MODELING IN TEACHING SOCIAL INITIATION SKILLS TO CHILDREN WITH AUTISM SPECTRUM DISORDERS

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dc.contributor.advisorKohl, Frances Len_US
dc.contributor.advisorLieber, Joanen_US
dc.contributor.authorKouo, Jennifer Leeen_US
dc.contributor.departmentSpecial Educationen_US
dc.contributor.publisherDigital Repository at the University of Marylanden_US
dc.contributor.publisherUniversity of Maryland (College Park, Md.)en_US
dc.date.accessioned2016-06-22T05:49:37Z
dc.date.available2016-06-22T05:49:37Z
dc.date.issued2016en_US
dc.description.abstractDeficits in social communication and interaction have been identified as distinguishing impairments for individuals with an autism spectrum disorder (ASD). As a pivotal skill, the successful development of social communication and interaction in individuals with ASD is a lifelong objective. Point-of-view video modeling has the potential to address these deficits. This type of video involves filming the completion of a targeted skill or behavior from a first-person perspective. By presenting only what a person might see from his or her viewpoint, it has been identified to be more effective in limiting irrelevant stimuli by providing a clear frame of reference to facilitate imitation. The current study investigated the use of point-of-view video modeling in teaching social initiations (e.g., greetings). Using a multiple baseline across participants design, five kindergarten participants were taught social initiations using point-of-view video modeling and video priming. Immediately before and after viewing the entire point-of-view video model, the participants were evaluated on their social initiations with a trained, typically developing peer serving as a communication partner. Specifically, the social initiations involved participants’ abilities to shift their attention toward the peer who entered the classroom, maintain attention toward the peer, and engage in an appropriate social initiation (e.g., hi, hello). Both generalization and maintenance were tested. Overall, the data suggest point-of-view video modeling is an effective intervention for increasing social initiations in young students with ASD. However, retraining was necessary for acquisition of skills in the classroom environment. Generalization in novel environments and with a novel communication partner, and generalization to other social initiation skills was limited. Additionally, maintenance of gained social initiation skills only occurred in the intervention room. Despite the limitations of the study and variable results, there are a number of implications moving forward for both practitioners and future researchers examining point-of-view modeling and its potential impact on the social initiation skills of individuals with ASD.en_US
dc.identifierhttps://doi.org/10.13016/M2G78F
dc.identifier.urihttp://hdl.handle.net/1903/18226
dc.language.isoenen_US
dc.subject.pqcontrolledSpecial educationen_US
dc.subject.pqcontrolledEarly childhood educationen_US
dc.subject.pqcontrolledEducational technologyen_US
dc.subject.pquncontrolledAutism spectrum disordersen_US
dc.subject.pquncontrolledFirst-person perspectiveen_US
dc.subject.pquncontrolledGeneralizationen_US
dc.subject.pquncontrolledMaintenanceen_US
dc.subject.pquncontrolledPoint-of-view video modelingen_US
dc.subject.pquncontrolledSocial skillsen_US
dc.titleTHE EFFECTIVENESS OF POINT-OF-VIEW VIDEO MODELING IN TEACHING SOCIAL INITIATION SKILLS TO CHILDREN WITH AUTISM SPECTRUM DISORDERSen_US
dc.typeDissertationen_US

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