Fine and Gross Motor Task Performance When Using Computer-Based Video Models by Students with Autism and Moderate Intellectual Disability

Autor/inn/en	Mechling, Linda C.; Swindle, Catherine O.
Titel	Fine and Gross Motor Task Performance When Using Computer-Based Video Models by Students with Autism and Moderate Intellectual Disability
Quelle	In: Journal of Special Education, 47 (2013) 3, S.135-147 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4669
DOI	10.1177/0022466911433859
Schlagwörter	Psychomotor Skills; Video Technology; Moderate Mental Retardation; Pervasive Developmental Disorders; Autism; Program Effectiveness; Intervention; Symptoms (Individual Disorders); Comparative Analysis; Elementary School Students; Modeling (Psychology); Computer Uses in Education; Educational Technology; Battelle Developmental Inventory; Bayley Scales of Infant Development; Childhood Autism Rating Scale; Vineland Adaptive Behavior Scales; Wechsler Intelligence Scale for Children; Wechsler Preschool and Primary Scale of Intelligence + Suchen Sie Ihr Suchwort? Psychomotorische Aktivität; Autismus; Psychiatrische Symptomatik; Modeling; Modelling; Modellierung; Computernutzung; Unterrichtsmedien
Abstract	This investigation examined the effects of video modeling on the fine and gross motor task performance by three students with a diagnosis of moderate intellectual disability (Group 1) and by three students with a diagnosis of autism spectrum disorder (Group 2). Using a multiple probe design across three sets of tasks, the study examined the effectiveness of video modeling across differing types of motor response requirements (fine and gross motor) and whether effects would differ across disability groups. Results indicate an increase in the number of fine and gross motor tasks correctly performed following the introduction of video modeling. As a whole, students across both groups performed more gross motor than fine motor tasks independently correct and students in Group 1 performed more tasks independently correct than those in Group 2. Implications are discussed concerning evaluation of task requirements and the development of video models. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10