Video-based intervention for individuals with autism: Key questions that remain unanswered
By C. Rayner, C. Denholm, Jeff Sigafoos. 2009
199 citations recorded by the source corpus.
Abstract Research on variations of video-based intervention (VBI) suggests that they can be effective for teaching individuals with disabilities a range of socially significant behaviors. Among the relevant studies and reviews, particular emphasis has been given to applications of these procedures for participants diagnosed with autism. The term ‘video-based intervention’ is a broad term used here to be inclusive of procedures that involve presenting video footage as the independent variable for intervention. Thus, VBI conceptually includes approaches described as video modeling, video prompting, video self-modeling, computer-based video instruction and video priming. Five specific reviews were selected to provide a broad evaluation of these intervention approaches. The range of target behaviors studied is summarised and a conceptual framework of procedural types is offered. While various dimensions of intervention effectiveness have been identified, this paper underscores the fact that important practical and theoretical questions regarding VBI remain largely unanswered.
Subfields: Cognitive Neuroscience, Developmental and Educational Psychology, Public Health, Environmental and Occupational Health
View Paper: https://www.semanticscholar.org/paper/682766fb07251e2d64c57a20f55a88f64640f19f
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In Cognitive Neuroscience
In Developmental and Educational Psychology
Citations in the corpus
- Social Skills Interventions for Individuals with Autism: Evaluation for Evidence-Based Practices within a Best Evidence Synthesis Framework (2010, background): “Although there is a growing body of supporting evidence for these techniques, much remains to be learned concerning the boundaries of the intervention’s effectiveness (Rayner et al. 2009).”