The Use of Video Priming to Reduce Disruptive Transition Behavior in Children with Autism

By L. Schreibman, C. Whalen, Aubyn C. Stahmer. 2000

249 citations recorded by the source corpus.

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

View Paper: https://www.semanticscholar.org/paper/7114bf93074baabee423fff9e2262223ceb3c01a

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Citations in the corpus

Effects of Video Modeling and Video Feedback on Peer-Directed Social Language Skills of a Child With Autism (2006, background): “Third, videotape equipment is becoming increasingly available at decreasing cost, and most families and schools consider videotape playback machines to be standard (Schreibman et al., 2000).”
Evaluating the Effectiveness of Video Instruction on Social and Communication Skills Training for Children With Autism Spectrum Disorders: A Review of the Literature (2010, methodology): “In contrast to the use of others or self as models for appropriate behavior, PVM has been defined as the process of videotaping elements of the environment or activity context from the visual perspective or vantage point of the student who needs to acquire and/or master the target responses (Hine & ”
The Use of Video Modeling via a Video iPod and a System of Least Prompts to Improve Transitional Behaviors for Students with Autism Spectrum Disorders in the General Education Classroom (2010, background): “In addition, this study supports previous video-modeling studies that demonstrated sustained positive gains across time (Buggey, 2005; Schreibman et al., 2000).”
Using Computer-Presented Social Stories and Video Models to Increase the Social Communication Skills of Children With High-Functioning Autism Spectrum Disorders (2008, methodology): “Within community settings, video modeling techniques have been implemented to reduce tantrum behaviors during transitions within the community (Schreibman, Whalen, & Stahmer, 2000), as well as reduce fear and anxiety associated when visiting the dentist (Luscre & Center, 1996).”
Teaching Daily Living Skills to Children with Autism Through Instructional Video Modeling (2002, methodology): “With the exception of Schreibman et al. (2000) in their research using video priming, research on video modeling for children with autism has utilized either competent peer models engaging in desired behavior or self-modeling defined as “a procedure in which people see themselves on videotapes…”
Intervention and Instruction with Video for Students with Autism: A Review of the Literature (2005, unknown): “Schreibman et al. (2000) used a unique strategy with VSM to alter tantrum behavior exhibited by students during transitions.”
Educating Children with Autism (2004, background): “, 1995) that assist students in understanding classroom routines and requirements as well as effective instruction in spontaneous, expressive communication (Schreibman et al., 2000; Wacker et al., 1996)—are needed to prevent problems and maintain reductions in those behaviors (see a more detailed di”
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.”
PROMOTING SOCIAL INITIATION IN CHILDREN WITH AUTISM USING VIDEO MODELING (2003, background): “…research using children with autism has shown that video modeling can be effective in enhancing both conversational skills (Charlop & Milstein, 1989; Sherer et al., 2001) and play-related comments (Taylor et al., 1999) as well as reducing disruptive transition behavior (Schreibman 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).”