Video modeling interventions have been mostly effective for individuals with autism spectrum disorder (ASD) in teaching social communication skills. However, differences in the effectiveness of these interventions have been noted. Participant motivation was suggested as one of the factors that can influence the effectiveness of video modeling. The purpose of this study was to investigate the effects of participant motivation on video modeling for teaching social communication skills to individuals with ASD. A combined multiple probe across participants and adapted alternating treatments design was used to examine the differential effects of two video modeling conditions (i.e., motivated and non-motivated) on social communication skills of four adults with ASD. Of the four participants, three participants responded to the intervention and performed more of target behavior during the motivated video modeling condition than the non-motivated video modeling condition, while one did not respond to the intervention. In addition, the three participants engaged in a higher percentage of the target behavior during motivated generalization sessions than non-motivated generalization sessions. The results demonstrated that participant motivation influenced the effectiveness of video modeling.
| Identifer | oai:union.ndltd.org:unt.edu/info:ark/67531/metadc1538688 |
| Date | 08 1900 |
| Creators | Hur, Sang |
| Contributors | Boesch, Miriam, Savage, Melissa, Rinn-McCann, Anne, King, Kelley |
| Publisher | University of North Texas |
| Source Sets | University of North Texas |
| Language | English |
| Detected Language | English |
| Type | Thesis or Dissertation |
| Format | vi, 92 pages, Text |
| Rights | Public, Hur, Sang, Copyright, Copyright is held by the author, unless otherwise noted. All rights Reserved. |
Page generated in 0.0024 seconds