國立虎尾科技大學 |

Effectiveness of Video Modeling on Motor Performance for Children with Autism Spectrum Disorder.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	Effectiveness of Video Modeling on Motor Performance for Children with Autism Spectrum Disorder./
作者:	Bittner, Melissa.
面頁冊數:	1 online resource (129 pages)
附註:	Source: Dissertation Abstracts International, Volume: 78-12(E), Section: B.
Contained By:	Dissertation Abstracts International78-12B(E).
標題:	Kinesiology. -
電子資源:	click for full text (PQDT)
ISBN:	9780355267525

Effectiveness of Video Modeling on Motor Performance for Children with Autism Spectrum Disorder.
Bittner, Melissa.

Effectiveness of Video Modeling on Motor Performance for Children with Autism Spectrum Disorder. - 1 online resource (129 pages)

Source: Dissertation Abstracts International, Volume: 78-12(E), Section: B.

Thesis (Ph.D.)

Includes bibliographical references

The newly adopted Every Student Succeeds Act (Lam, Mercer, Podolsky, & Darling-Hammond, 2016) requires that school districts use evidence-based practices for student outcomes. Evidence-based practices are based on supported research that are specific to different fields within education (e.g., physical education) and have also reported evidence of increased positive behaviors with specific groups of students (e.g., children with autism spectrum disorder [ASD]). The development of fundamental motor skills in children with ASD is dependent on teachers using evidence-based practices (e.g., picture task cards [PTC], video modeling). The purpose of this investigation was to determine the impact of three types of motor performance instructional strategies (i.e., PTCs, ExerciseBuddy application [EB App], combination) on teaching motor performance to children with ASD. Six children (CA = 5 to 9 years) were purposively selected with ASD. A randomized alternating-treatment design with no baseline was conducted 3 days a week, for 15 min, for 4 consecutive weeks. To determine the raw score for each participant, the investigator and two research assistants evaluated the performance criteria of the Test of Gross Motor Development-3 (Ulrich, 2018) and established an inter-rater reliability score of 88% (range = 73 to 97%). Based on visual analysis of the data, the average of overlapping data between protocol conditions across participants approached 100%. Within the limitations of this investigation, it was concluded that there was no functional relation between PTCs, EB App, or combination instructional protocols during motor performance for children with ASD.

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

Mode of access: World Wide Web

ISBN: 9780355267525Subjects--Topical Terms:

721210
Kinesiology.
Index Terms--Genre/Form:

554714
Electronic books.

Effectiveness of Video Modeling on Motor Performance for Children with Autism Spectrum Disorder.
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504 $a Includes bibliographical references
520 $a The newly adopted Every Student Succeeds Act (Lam, Mercer, Podolsky, & Darling-Hammond, 2016) requires that school districts use evidence-based practices for student outcomes. Evidence-based practices are based on supported research that are specific to different fields within education (e.g., physical education) and have also reported evidence of increased positive behaviors with specific groups of students (e.g., children with autism spectrum disorder [ASD]). The development of fundamental motor skills in children with ASD is dependent on teachers using evidence-based practices (e.g., picture task cards [PTC], video modeling). The purpose of this investigation was to determine the impact of three types of motor performance instructional strategies (i.e., PTCs, ExerciseBuddy application [EB App], combination) on teaching motor performance to children with ASD. Six children (CA = 5 to 9 years) were purposively selected with ASD. A randomized alternating-treatment design with no baseline was conducted 3 days a week, for 15 min, for 4 consecutive weeks. To determine the raw score for each participant, the investigator and two research assistants evaluated the performance criteria of the Test of Gross Motor Development-3 (Ulrich, 2018) and established an inter-rater reliability score of 88% (range = 73 to 97%). Based on visual analysis of the data, the average of overlapping data between protocol conditions across participants approached 100%. Within the limitations of this investigation, it was concluded that there was no functional relation between PTCs, EB App, or combination instructional protocols during motor performance for children with ASD.
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538 $a Mode of access: World Wide Web
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