Document Detail


Incorporating Video Modeling into School-Based Intervention for Students with Autism Spectrum Disorders.
MedLine Citation:
PMID:  23087158     Owner:  NLM     Status:  Publisher    
Abstract/OtherAbstract:
PURPOSE: Video modeling is an intervention strategy that has been shown to be effective in improving the social and communication skills of students with autism spectrum disorders, or ASD. The purpose of this tutorial is to outline empirically supported, step-by-step instructions for the use of video modeling by school-based SLPs serving students with ASD. METHOD: This tutorial draws from the many reviews and meta-analyses of the video modeling literature conducted over the past decade, presenting empirically supported considerations for school-based SLPs planning to incorporate video modeling into their service delivery for students with ASD. The five overarching procedural phases presented in this tutorial are: (1) preparation; (2) recording the video model; (3) implementing the video modeling intervention; (4) monitoring the student's response to the intervention; and (5) planning next steps. Conclusions/Implications Video modeling is not only a promising intervention strategy for students with ASD, but it is also a practical and efficient tool, well-suited to the school setting. This tutorial will facilitate school-based SLPs' incorporation of this empirically supported intervention into their existing strategies for intervention.
Authors:
Kaitlyn P Wilson
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Publication Detail:
Type:  JOURNAL ARTICLE     Date:  2012-10-19
Journal Detail:
Title:  Language, speech, and hearing services in schools     Volume:  -     ISSN:  1558-9129     ISO Abbreviation:  Lang Speech Hear Serv Sch     Publication Date:  2012 Oct 
Date Detail:
Created Date:  2012-10-22     Completed Date:  -     Revised Date:  -    
Medline Journal Info:
Nlm Unique ID:  0323431     Medline TA:  Lang Speech Hear Serv Sch     Country:  -    
Other Details:
Languages:  ENG     Pagination:  -     Citation Subset:  -    
Affiliation:
The University of North Carolina at Chapel Hill, and Kennedy Krieger Institute, Center for Autism and Related Disorders.
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