The Impact Of Video Self Modeling Vs Video Modeling On Conversational Skills With Adolescent Students With Severe Disabilities

Download or read book The Impact of Video Self-modeling on Conversational Skills with Adolescent Students with Severe Disabilities written by Megan Elizabeth Sangster and published by . This book was released on 2007 with total page 51 pages. Available in PDF, EPUB and Kindle. Book excerpt: Video self-modeling has been found to be effective in increasing appropriate behaviors, increasing task fluency, and decreasing inappropriate behaviors. During video self-modeling, a student is filmed completing a task and then mistakes, prompts, and negative behaviors are edited from the video. When the edited video is viewed by the subject student, the student views a perfect model of him or herself successfully completing the given task. Video self-modeling has been used predominately with participants with autism spectrum disorder. This study is a replication of a previous study in which the effectiveness of video self-modeling and video peer modeling was compared (Sherer, Paredes, Kisacky, Ingersoll, & Schreiman, 2001). Sherer et al. evaluated these procedures with high functioning students with autism using a combined multiple baseline across participants and alternating treatment design. This study differs from Sherer et al.[alpha]s study in its use of participants who have multiple disabilities and low cognitive functioning. The results show that video self-modeling is effective for some participants while video peer modeling is effective for others. The individual student[alpha]s preference for one form of video modeling over another form may indicate the method that is best for a particular participant. Implications for further research are included.