A Comparison of Video Modeling with In Vivo Modeling for Teaching Children with Autism

By M. H. Charlop-Christy, L. Le, K. A. Freeman. Journal of Autism and Developmental Disorders, 2000

733 citations recorded by the source corpus.

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

View Paper: https://www.semanticscholar.org/paper/2ac0f78f9f0e064dbbefaceb2e7afe2598ff2581

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Citations in the corpus

Using Video Modeling Delivered Through iPods to Teach Vocational Tasks to Young Adults With Autism Spectrum Disorders (2012, background): “Video modeling was compared to in-vivo modeling by Charlop-Christy et al. (2000) to teach communication and functional skills to children with ASD.”
Teaching Socially Expressive Behaviors to Children with Autism Through Video Modeling (2010, background): “Examples include increasing requesting behaviors (Wert & Neisworth, 2003), spontaneous greeting behaviors (Charlop-Christy, Le, & Freeman, 2000), conversational speech (Charlop & Milstein, 1989; Charlop-Christy et al., 2000; Sherer et al., 2001), social initiations (Nikopoulos & Keenan, 2007), and p”
Video Modeling Interventions for Individuals with Autism (2007, background): “In addition to the finding that few studies included a measure of the social validity of treatment goals, the social validity of the intervention procedure was examined in just two studies (Buggey et al., 1999; Charlop-Christy et al., 2000), and two research teams (Apple et al.”
Using Point-of-View Video Modeling to Teach Play to Preschoolers With Autism (2006, result): “These findings extend those of D’Ateno et al. (2003) and Taylor et al. (1999), suggesting that viewing videotapes may change not only verbal behavior but also motor movements on toys in the absence of programmed reinforcers. Whether the increase in new actions constitutes symbolic or pretend play de”
Teaching Social Skills to Children with Autism using Point-of-View Video Modeling (2010, methodology): “Previous research using video models indicated that it was possible for some participants to acquire skills through video modeling without the inclusion of programmed reinforcer delivery (e.g., Charlop-Christy et al., 2000, see Krantz et al, 1991, for a review).”
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): “…on the children’s affinity for visual stimuli (Schreibman et al., 2000), (b) improve the efficiency with which instruction can be delivered (Charlop-Christy et al., 2000), (c) enable precise management of instructional stimuli and contingencies, and (d) promote consistency, with minimal…”
Using Video Modeling to Teach Perspective Taking to Children with Autism (2003, background): “The actors in the videos explained their problem-solving strategies and repeated the correct responses using enthusiastic and clear tones of voice, as suggested by Charlop and Milstein (1989) and Charlop-Christy et al. (2000).”
Intervention and Instruction with Video for Students with Autism: A Review of the Literature (2005, unknown): “In the area of social skills, Sherer et al. (2001), Thiemann and Goldstein (2001), Charlop-Christy et al. (2000), Taylor et al. (1999) and Charlop and Milstein (1989) have demonstrated the power of video for teaching conversation skills.”
Effectiveness of Video Modeling to teach iPod use to Students with Moderate Intellectual Disabilities (2010, unknown): “, daily life skills such as brushing teeth (Charlop-Christy et al., 2000), setting the table (Cannella-Malone et al., 2006), cooking (Shipley-Benamou, Lutzker, & Tauman, 2002), and vocational skills (Mech-ling & Ortega-Hurndon, 2007).”
Using Computer-Presented Social Stories and Video Models to Increase the Social Communication Skills of Children With High-Functioning Autism Spectrum Disorders (2008, background): “Furthermore, video modeling has been suggested to lead to quicker acquisition and greater generalization of skills (Charlop-Christy et al., 2000).”
Toilet Training for Children with Autism: The Effects of Video Modeling (2007, methodology): “This approach has been used effectively to teach a range of skills to individuals with autism (Charlop-Christy and Daneshvar 2003; Charlop-Christy et al. 2000 ; D ’Atenoet al. 2003; Schreibman et al. 2000; Shipley-Benamou et al. 2002).”
Teaching Pretend Play Skills to a Student with Autism Using Video Modeling with a Sibling as Model and Play Partner. (2006, unknown): “Technological advances have made video modeling a readily accessible intervention that is easy to use and has minimal costs (Charlop & Milstein, 1989; Charlop-Christy, Le & Freeman, 2000; Goldsmith & LeBlanc, 2004).”
Use of Computer-Assisted Technologies (CAT) to Enhance Social, Communicative, and Language Development in Children with Autism Spectrum Disorders (2012, background): “A study by Charlop-Christy, Le, and Freeman (2000) illustrates the video-modeling approach well in a study comparing the effects of video modeling with in vivo modeling in eight children with ASD (ages 7–11 years) using a within-participant design.”