Using video modeling on an iPad to teach generalized matching on a sorting mail task to adolescents with autism

Jennifer L. Alexander; Kevin M. Ayres; Katie A. Smith; Sally B. Shepley; Theologia K. Mataras

doi:10.1016/j.rasd.2013.07.021

Using video modeling on an iPad to teach generalized matching on a sorting mail task to adolescents with autism

Jennifer L. Alexander, Kevin M. Ayres, Katie A. Smith, Sally B. Shepley, Theologia K. Mataras

Research output: Contribution to journal › Article › peer-review

48 Scopus citations

Abstract

Two multiple probe designs across three and four participants evaluated the effects of video modeling to teach a matching response (sorting mail) to seven adolescents with autism. Participants were instructed on one set of responses (five mail pieces) using video modeling, while concurrently monitoring two other sets for generalization effects. Results indicated that three participants learned their target set and generalized to the untrained sets, and two participants required an error correction procedure to achieve or approach mastery on their target set. Two participants did not acquire target sets with video based instruction. Data on setting generalization and maintenance are also provided for the participants who reached mastery. Participant variables that may relate to responding, limitations to the study, and directions for future research on video based instruction are discussed.

Original language	English
Pages (from-to)	1346-1357
Number of pages	12
Journal	Research in Autism Spectrum Disorders
Volume	7
Issue number	11
DOIs	https://doi.org/10.1016/j.rasd.2013.07.021
State	Published - 2013

Bibliographical note

Funding Information:
The research reported here was supported by the Institute of Education Sciences, US Department of Education , through Grant R324A100094 to the University of Georgia. The opinions expressed are those of the authors and do not represent views of the Institute or the US Department of Education.

Funding

The research reported here was supported by the Institute of Education Sciences, US Department of Education , through Grant R324A100094 to the University of Georgia. The opinions expressed are those of the authors and do not represent views of the Institute or the US Department of Education.

Funders	Funder number
U.S. Department of Education, OSERS	R324A100094
Institute of Education Sciences
Georgia College & State University

Keywords

Autism
Generalized matching
Technology
Video modeling
Vocational skills

ASJC Scopus subject areas

Developmental and Educational Psychology
Clinical Psychology
Psychiatry and Mental health

UN SDGs

This output contributes to the following UN Sustainable Development Goals (SDGs)

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10.1016/j.rasd.2013.07.021

Cite this

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AU - Smith, Katie A.

AU - Shepley, Sally B.

AU - Mataras, Theologia K.

N1 - Funding Information: The research reported here was supported by the Institute of Education Sciences, US Department of Education , through Grant R324A100094 to the University of Georgia. The opinions expressed are those of the authors and do not represent views of the Institute or the US Department of Education.

PY - 2013

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N2 - Two multiple probe designs across three and four participants evaluated the effects of video modeling to teach a matching response (sorting mail) to seven adolescents with autism. Participants were instructed on one set of responses (five mail pieces) using video modeling, while concurrently monitoring two other sets for generalization effects. Results indicated that three participants learned their target set and generalized to the untrained sets, and two participants required an error correction procedure to achieve or approach mastery on their target set. Two participants did not acquire target sets with video based instruction. Data on setting generalization and maintenance are also provided for the participants who reached mastery. Participant variables that may relate to responding, limitations to the study, and directions for future research on video based instruction are discussed.

AB - Two multiple probe designs across three and four participants evaluated the effects of video modeling to teach a matching response (sorting mail) to seven adolescents with autism. Participants were instructed on one set of responses (five mail pieces) using video modeling, while concurrently monitoring two other sets for generalization effects. Results indicated that three participants learned their target set and generalized to the untrained sets, and two participants required an error correction procedure to achieve or approach mastery on their target set. Two participants did not acquire target sets with video based instruction. Data on setting generalization and maintenance are also provided for the participants who reached mastery. Participant variables that may relate to responding, limitations to the study, and directions for future research on video based instruction are discussed.

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Using video modeling on an iPad to teach generalized matching on a sorting mail task to adolescents with autism

Abstract

Bibliographical note

Funding

Keywords

ASJC Scopus subject areas

UN SDGs

Access to Document

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