Using a Hero as a Model in Video Instruction to Improve the Daily Living Skills of an Elementary-aged Student with Autism Spectrum Disorder: A Pilot Study

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3 Citations (Scopus)

Abstract

The present pilot study investigated the impact of video hero modelling (VHM) on the daily living skills of an elementary-aged student with autism spectrum disorder. The VHM, in which a character much admired by the student exhibited a correct response, was shown to the participant immediately before the situation where he needed to exhibit the target behaviours. Results of a multiple-probe design across three behaviours showed that each of the three target behaviours improved only when the VHM was introduced. In addition, the participant and his teachers demonstrated positive attitudes toward the use of VHM. However, the teachers hesitated to develop the VHM by themselves due to the perceived complexity of the development process and time constraints.

Original languageEnglish
Pages (from-to)363-378
Number of pages16
JournalInternational Journal of Disability, Development and Education
Volume62
Issue number4
DOIs
Publication statusPublished - Jul 4 2015

Fingerprint

autism
video
Students
instruction
student
teacher
Autism Spectrum Disorder
present

Keywords

  • autism spectrum disorder
  • daily living skills
  • elementary-aged student
  • intellectual disability
  • intervention
  • single subject research
  • video hero modelling
  • video modelling

ASJC Scopus subject areas

  • Developmental and Educational Psychology
  • Education
  • Health Professions (miscellaneous)
  • Health(social science)

Cite this

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abstract = "The present pilot study investigated the impact of video hero modelling (VHM) on the daily living skills of an elementary-aged student with autism spectrum disorder. The VHM, in which a character much admired by the student exhibited a correct response, was shown to the participant immediately before the situation where he needed to exhibit the target behaviours. Results of a multiple-probe design across three behaviours showed that each of the three target behaviours improved only when the VHM was introduced. In addition, the participant and his teachers demonstrated positive attitudes toward the use of VHM. However, the teachers hesitated to develop the VHM by themselves due to the perceived complexity of the development process and time constraints.",
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