Using video modeling to teach a domestic skill with an embedded social skill to adults with severe mental retardation
By Melissa A. Bidwell, R. Rehfeldt. 2004
89 citations recorded by the source corpus.
Subfields: Clinical Psychology, Cognitive Neuroscience, Developmental and Educational Psychology
View Paper: https://www.semanticscholar.org/paper/380c6dff4363c69e04f535f2edf803edc0e698be
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In Clinical Psychology
In Cognitive Neuroscience
In Developmental and Educational Psychology
Citations in the corpus
- Teaching Social Skills to Children with Autism using Point-of-View Video Modeling (2010, background): “For example, Bidwell and Rehfeldt (2004)”
- 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): “Nonexamples included studies where video instruction was used with participants with disability classifications other than ASD (e.g., Bidwell & Rehfeldt, 2004; Embregts, 2002), unless the classification was comorbid with ASD (e.g., Dauphin, Kinney, & Stromer, 2004; Nikopoulos & Keenan, 2003).”
- Teaching Daily Living Skills to Seven Individuals With Severe Intellectual Disabilities: A Comparison of Video Prompting to Video Modeling (2011, methodology): “For example, Bidwell and Rehfeldt (2004) successfully used video modeling to teach three adult women with severe mental retardation to make coffee, with an embedded social skill of serving coffee to—and sitting down beside—a peer. In this study, a multiple baseline across participants design was use”