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The Effects of Two Video Modeling Interventions on the Independent Living Skills of Students with Autism Spectrum Disorder and Intellectual Disability

Wynkoop, Kaylee/S (2016) The Effects of Two Video Modeling Interventions on the Independent Living Skills of Students with Autism Spectrum Disorder and Intellectual Disability. Doctoral Dissertation, University of Pittsburgh. (Unpublished)

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Individuals with autism spectrum disorder (ASD) and intellectual disability (ID) often have independent living skill deficits. Video modeling (VM) may be one particularly effective intervention to improve skills in this area. However, the most effective and efficient variations have yet to be determined. The researcher conducted a search for studies investigating the effects of VM on the independent living skills of school-aged students with ASD and/or ID. Nineteen single-subject studies and 65 participants were coded according to a number of variables. Results of the review suggested that certain participant characteristics and intervention components were more often associated with increased intervention effectiveness. The researcher discusses possible correlations, shares potential implications for practitioners, and proposes directions for future research. Based on findings of the review, the researcher conducted a single-subject study and results are outlined. Using an adapted alternating treatments design, the researcher investigated the comparative effects of VM plus least-to-most prompting and reinforcement (VM+P&R), continuous video modeling plus least-to-most prompting and reinforcement (CVM+P&R), and least-to-most prompting plus reinforcement alone (P&R) on the independent living skills of four adolescents with ASD and ID. Results indicated that two participants responded well to both VM+P&R and P&R while CVM+P&R was most effective for one participant. For the last participant, all interventions had only minimal effects on target skill performance and results were inconclusive. Overall, students required fewer adult-delivered prompts with VM+P&R and/or CVM+P&R but P&R required less preparation and instructional time.


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Item Type: University of Pittsburgh ETD
Status: Unpublished
CreatorsEmailPitt UsernameORCID
Wynkoop, Kaylee/Sksw25@pitt.eduKSW250000-0002-6724-8348
ETD Committee:
TitleMemberEmail AddressPitt UsernameORCID
Committee ChairRobertson , Rachel/Rrachelr@pitt.eduRACHELR
Committee MemberLyon, Steven/Rsrlyon@pitt.eduSRLYON
Committee MemberKostewicz, Douglas/Edekost@pitt.eduDEKOST
Committee MemberBowler, Leannelbowler@sis.pitt.eduLBOWLER
Date: 26 April 2016
Date Type: Publication
Defense Date: 6 April 2016
Approval Date: 26 April 2016
Submission Date: 12 April 2016
Access Restriction: No restriction; Release the ETD for access worldwide immediately.
Number of Pages: 149
Institution: University of Pittsburgh
Schools and Programs: School of Education > Instruction and Learning
Degree: PhD - Doctor of Philosophy
Thesis Type: Doctoral Dissertation
Refereed: Yes
Uncontrolled Keywords: video modeling, independent living skills, autism spectrum disorder, intellectual disability
Date Deposited: 26 Apr 2016 18:08
Last Modified: 15 Nov 2016 14:32


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