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Video Modeling to Increase Vocalizations in Individuals with Autism Spectrum Disorder and Learning.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Video Modeling to Increase Vocalizations in Individuals with Autism Spectrum Disorder and Learning./
Author:	Bentzel, Abigail R.
Description:	1 online resource (34 pages)
Notes:	Source: Masters Abstracts International, Volume: 56-05.
Contained By:	Masters Abstracts International56-05(E).
Subject:	Language. -
Online resource:	click for full text (PQDT)
ISBN:	9780355064483

Video Modeling to Increase Vocalizations in Individuals with Autism Spectrum Disorder and Learning.
Bentzel, Abigail R.

Video Modeling to Increase Vocalizations in Individuals with Autism Spectrum Disorder and Learning. - 1 online resource (34 pages)

Source: Masters Abstracts International, Volume: 56-05.

Thesis (M.S.Psy.)

Includes bibliographical references

Existing literature suggests that video modeling may help individuals with autism increase certain speech abilities and to understand particular processes that require multiple steps. Much research has also been conducted on stimulus-stimulus pairing and its ability to make less desired items or actions become reinforcers for individuals over time. The present study relies on both stimulus-stimulus pairing along with video models to examine if these models can increase vocalizations in individuals with language delays and autism. A single subject research design was conducted involving 3 participants, ages 3-6. Each participant had a diagnosis of autism; all exhibited language delays. Assessment focused on vocal skills, including echoics, cooperating with others, intraverbals, ability to tact and mand, receptive ability, and social interaction. Assessment also focused on motor imitation and vocal play skills. The research design presented video models that included stimulus-stimulus pairing. The goal of the video models was to cause the participants to emit vocalizations. The hypothesis was that video models would produce responses at or around baseline levels for each participant. The design presented an IOA 100% for two participants and 96.6% for the third. The results demonstrated little response from 2 participants and only 3 sessions of responses close to baseline for 1 participant; thus, the hypothesis was not supported. This research offers options and ideas for further research involving video modeling and stimulus-stimulus pairing. These include offering more video models, implementing the presentations in different settings, and evaluating participant over-stimulation and over-focus when exposed to video models.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780355064483Subjects--Topical Terms:

571568
Language.
Index Terms--Genre/Form:

554714
Electronic books.

Video Modeling to Increase Vocalizations in Individuals with Autism Spectrum Disorder and Learning.
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520 $a Existing literature suggests that video modeling may help individuals with autism increase certain speech abilities and to understand particular processes that require multiple steps. Much research has also been conducted on stimulus-stimulus pairing and its ability to make less desired items or actions become reinforcers for individuals over time. The present study relies on both stimulus-stimulus pairing along with video models to examine if these models can increase vocalizations in individuals with language delays and autism. A single subject research design was conducted involving 3 participants, ages 3-6. Each participant had a diagnosis of autism; all exhibited language delays. Assessment focused on vocal skills, including echoics, cooperating with others, intraverbals, ability to tact and mand, receptive ability, and social interaction. Assessment also focused on motor imitation and vocal play skills. The research design presented video models that included stimulus-stimulus pairing. The goal of the video models was to cause the participants to emit vocalizations. The hypothesis was that video models would produce responses at or around baseline levels for each participant. The design presented an IOA 100% for two participants and 96.6% for the third. The results demonstrated little response from 2 participants and only 3 sessions of responses close to baseline for 1 participant; thus, the hypothesis was not supported. This research offers options and ideas for further research involving video modeling and stimulus-stimulus pairing. These include offering more video models, implementing the presentations in different settings, and evaluating participant over-stimulation and over-focus when exposed to video models.
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