Modifying the Affective Behavior of Preschoolers with Autism Using "In-Vivo" or Video Modeling and Reinforcement Contingencies

Autor/inn/en	Gena, Angeliki; Couloura, Sophia; Kymissis, Effie
Titel	Modifying the Affective Behavior of Preschoolers with Autism Using "In-Vivo" or Video Modeling and Reinforcement Contingencies
Quelle	In: Journal of Autism and Developmental Disorders, 35 (2005) 5, S.545-556 (12 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-3257
DOI	10.1007/s10803-005-0014-9
Schlagwörter	Affective Behavior; Behavior Modification; Preschool Children; Autism; Video Equipment; Modeling (Psychology); Play; Reinforcement; Observational Learning + Suchen Sie Ihr Suchwort? Affective disturbance; Active behaviour; Affektive Störung; Behaviour modification; Verhaltensänderung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Autismus; Modeling; Modelling; Modellierung; Spiel; Positive Verstärkung; Imitationslernen
Abstract	The purpose of this study was to modify the affective behavior of three preschoolers with autism in home settings and in the context of play activities, and to compare the effects of video modeling to the effects of "in-vivo" modeling in teaching these children contextually appropriate affective responses. A multiple-baseline design across subjects, with a return to baseline condition, was used to assess the effects of treatment that consisted of reinforcement, video modeling, "in-vivo" modeling, and prompting. During training trials, reinforcement in the form of verbal praise and tokens was delivered contingent upon appropriate affective responding. Error correction procedures differed for each treatment condition. In the "in-vivo" modeling condition, the therapist used modeling and verbal prompting. In the video modeling condition, video segments of a peer modeling the correct response and verbal prompting by the therapist were used as corrective procedures. Participants received treatment in three categories of affective behavior--sympathy, appreciation, and disapproval--and were presented with a total of 140 different scenarios. The study demonstrated that both treatments--video modeling and "in-vivo" modeling--systematically increased appropriate affective responding in all response categories for the three participants. Additionally, treatment effects generalized across responses to untrained scenarios, the child?s mother, new therapists, and time. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10