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dc.contributor.advisorThurman, S. Kenneth
dc.creatorMarcus, Alonna
dc.date.accessioned2020-11-04T16:57:13Z
dc.date.available2020-11-04T16:57:13Z
dc.date.issued2014
dc.identifier.other890207705
dc.identifier.urihttp://hdl.handle.net/20.500.12613/3239
dc.description.abstractVideo self-modeling has been used in the past to teach many skills to children with autism. Children with Autism Spectrum Disorders have a lack of language processing, expressive communication, and social skills. These deficits may impact the ability to function in the general education classroom. The current investigation examined the effects of using video self-modeling with an iPad device to teach inclusion readiness skills to children with autism. The specific group directions that were taught were cleaning up, lining up, and sitting down. Three young children with autism participated in this study. A multiple baseline design across behavior and subjects was used. All three participants reached mastery criteria in all three behaviors. Experimental control was shown with the multiple baseline across subjects. Moreover, experimental control was established with the multiple baseline across behaviors with one of the participants. Due to generalization across behaviors, experimental control was shown with two of the behaviors with a second subject. When video models were discontinued and maintenance probes were conducted, all three children maintained group direction skills. Results showed that the prerequisite classroom skills were effectively taught to children with autism using video self-modeling. The results are discussed in terms of implications for the general education classroom and future research directions.
dc.format.extent98 pages
dc.language.isoeng
dc.publisherTemple University. Libraries
dc.relation.ispartofTheses and Dissertations
dc.rightsIN COPYRIGHT- This Rights Statement can be used for an Item that is in copyright. Using this statement implies that the organization making this Item available has determined that the Item is in copyright and either is the rights-holder, has obtained permission from the rights-holder(s) to make their Work(s) available, or makes the Item available under an exception or limitation to copyright (including Fair Use) that entitles it to make the Item available.
dc.rights.urihttp://rightsstatements.org/vocab/InC/1.0/
dc.subjectEducation, Special
dc.subjectBehavioral Sciences
dc.subjectAutism
dc.subjectInclusion
dc.subjectVideo Modeling
dc.subjectVideo Self-modeling
dc.titleTeaching Children with Autism Inclusion Readiness Skills Using Video Self-Modeling with an iPad
dc.typeText
dc.type.genreThesis/Dissertation
dc.contributor.committeememberTincani, Matthew J.
dc.contributor.committeememberSchifter, Catherine
dc.contributor.committeememberFiorello, Catherine A.
dc.contributor.committeememberPage, Terry
dc.description.departmentEducational Psychology
dc.relation.doihttp://dx.doi.org/10.34944/dspace/3221
dc.ada.noteFor Americans with Disabilities Act (ADA) accommodation, including help with reading this content, please contact scholarshare@temple.edu
dc.description.degreePh.D.
refterms.dateFOA2020-11-04T16:57:13Z


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