Video-based intervention for individuals with autism: Key questions that remain unanswered |
| |
| Authors: | Christopher Rayner Carey Denholm Jeff Sigafoos |
| |
| Affiliation: | 1. University of Tasmania, Australia;2. College of Education, Victoria University of Wellington, Australia;1. Department of Teaching and Learning, Florida International University, United States;2. Department of Psychology, Florida International University, United States;3. Renaissance Learning Academy, United States;1. Leuphana University of Lüneburg, Institute of Educational Science, Department of Teacher Education and School Development, Scharnhorststr. 1, D-21335, Lueneburg, Germany;2. Friedrich Schiller University Jena, Institute of Educational Science, Department of Research on Teaching and Learning, Am Planetarium 4, D-07743, Jena, Germany |
| |
| Abstract: | ![]()
Research on variations of video-based intervention (VBI) suggests that they can be effective for teaching individuals with disabilities a range of socially significant behaviors. Among the relevant studies and reviews, particular emphasis has been given to applications of these procedures for participants diagnosed with autism. The term ‘video-based intervention’ is a broad term used here to be inclusive of procedures that involve presenting video footage as the independent variable for intervention. Thus, VBI conceptually includes approaches described as video modeling, video prompting, video self-modeling, computer-based video instruction and video priming. Five specific reviews were selected to provide a broad evaluation of these intervention approaches. The range of target behaviors studied is summarised and a conceptual framework of procedural types is offered. While various dimensions of intervention effectiveness have been identified, this paper underscores the fact that important practical and theoretical questions regarding VBI remain largely unanswered. |
| |
| Keywords: | |
| 本文献已被 ScienceDirect 等数据库收录！ |
|
