Teaching Daily Living Skills to Children with Autism Through Instructional Video Modeling

By Robin Shipley-Benamou, J. Lutzker, M. Taubman. 2002

387 citations recorded by the source corpus.

Subfields: Clinical Psychology, Cognitive Neuroscience, Developmental and Educational Psychology

View Paper: https://www.semanticscholar.org/paper/03ff7ea6296c4ae3e312590d8319ffd35cdc1785

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In Clinical Psychology

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Citations in the corpus

Teaching Social Skills to Children with Autism using Point-of-View Video Modeling (2010, background): “The delay between video viewing and practice opportunities was not specified in this study and in Schreibman et al. (2000), whereas practice occurred immediately after the presentation of the video in Shipley-Benamou et al. (2002) and Hine and Wolery (2006).”
Video modeling: Why does it work for children with autism? (2005, background): “Shipley-Benamou et al. (2002) determined that video modeling using first person perspective scenes resulted in the acquisition of functional 5 living skills such us making orange juice, preparing a letter to mail and table setting in children with autism.”
Evaluating the Effectiveness of Video Instruction on Social and Communication Skills Training for Children With Autism Spectrum Disorders: A Review of the Literature (2010, background): “Non-examples included video instruction for teaching functional life skills (e.g., Alcantara, 1994; Ayres & Langone, 2007; Haring et al., 1987; Keen et al., 2007; Murzynski & Bourret, 2007; Shipley-Benamou et al., 2002) or academic performance (e.g., Coyle & Cole, 2004).”
Using Video Modeling Delivered Through iPods to Teach Vocational Tasks to Young Adults With Autism Spectrum Disorders (2012, background): “Sigafoos et al. (2007) has established ten steps to follow when using video modeling with individuals with ASD.”
Toilet Training for Children with Autism: The Effects of Video Modeling (2007, methodology): “It has been argued that teaching procedures may need to be modified for children with autism in order to address their particular needs ( Shipley-Benamou et al. 2002 ).”
Increasing play and decreasing the challenging behavior of children with autism during recess with activity schedules and task correspondence training (2009, result): “These findings are consistent with past research demonstrating that teaching children with autism to use activity schedules can increase task engagement and play correspondence behavior, and decrease challenging behavior (Massey & Wheeler, 2000; Morrison et al., 2002; Pierce & Schreibman, 1994).”
A Meta-Analysis of Video Modeling and Video Self-Modeling Interventions for Children and Adolescents with Autism Spectrum Disorders (2007, background): “Shipley-Benamou, Lutzker, and Taubman (2002) examined the effectiveness of a video modeling procedure in teaching functional skills (setting a table, pet care, mailing a letter, and making orange juice) to three children with ASD.”
Using Point-of-View Video Modeling to Teach Play to Preschoolers With Autism (2006, methodology): “Only two studies (Schreibman et al., 2000; Shipley-Benamou et al., 2002) used pointof-view modeling, and only five studies included children with autism age 5 years of age or younger.”
Using video modeling to teach a domestic skill with an embedded social skill to adults with severe mental retardation (2004, background): “First, while other studies have shown video modeling to be an effective intervention for teaching domestic and daily living skills (Lasater & Brady, 1995; Norman et al., 2001; Rehfeldt et al., 2003; Shipley-Benamou et al., 2002 ), this particular chained task included an embedded social initiation ”
Evaluation of a Video Prompting and Fading Procedure for Teaching Dish Washing Skills to Adults with Developmental Disabilities (2007, background): “ Shipley-Benamou et al., 2002; Sigafoos et al., 2005).”