Using Video Modeling to Teach Complex Play Sequences to a Preschooler with Autism

By Patricia A. D'Ateno, Kathleen A. Mangiapanello, Bridget A. Taylor. 2003

304 citations recorded by the source corpus.

Subfields: Cognitive Neuroscience, Developmental and Educational Psychology, Psychiatry and Mental health

View Paper: https://www.semanticscholar.org/paper/9a4d7f9a6cb2b1b4fc75bad7a8d1b672a8b7abf6

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In Cognitive Neuroscience

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Citations in the corpus

Using Point-of-View Video Modeling to Teach Play to Preschoolers With Autism (2006, background): “, Nikopoulos & Keenan, 2004) focused on play skills, only one study addressed symbolic (pretend) play (D’Ateno et al., 2003).”
Effects of Video Modeling Alone and With Self-Management on Compliment-Giving Behaviors of Children with High-Functioning ASD (2005, methodology): “D’Ateno et al. (2003) used video modeling as the single independent variable to teach play sequences and saw a marked increase in motor and verbal behaviors that were directly modeled in the video, but they observed little generalization of those behaviors.”
Video Modeling Interventions for Individuals with Autism (2007, background): “Specifically, these behaviors included social initiations and language production (Buggey, 2005), duration of appropriate play and latency to social initiation (Nikopoulous & Keenan, 2003, 2004), verbal statements about play (D’Ateno et al., 2003; Taylor, Levin, & Jasper, 1999), conversational speec”
Effects of Video Modeling and Video Feedback on Peer-Directed Social Language Skills of a Child With Autism (2006, background): “Several authors have suggested that this strategy seems particularly applicable to interventions designed to promote generative social language use (Charlop-Christy & Daneshvar, 2003; D’Ateno et al., 2003).”
Computer-Presented Video Prompting for Teaching Microwave Oven Use to Three Adults with Developmental Disabilities (2005, unknown): “Indeed, video technology was successfully applied in teaching a variety of adaptive behaviors, including conversational speech (Charlop & Milstein, 1989), meal preparation (Rehfeldt, Dahman, Young, Cherry, & Davis, 2003), perspective taking ( Charlop-Christy & Daneshvar, 2003 ), play sequences (D’At”
Toilet Training for Children with Autism: The Effects of Video Modeling (2007, methodology): “From the limited research available, toileting skills acquisition appears to be delayed, and in some cases never achieved, by individuals with autism (Ando 1977; Dalrymple and Ruble 1992; Tsai et al. 1981 ;W hiteley2004; Williams et al. 2003).”
Evaluation of a Video Prompting and Fading Procedure for Teaching Dish Washing Skills to Adults with Developmental Disabilities (2007, methodology): “Video modeling has been used with some success in teaching a range of adaptive behaviors to individuals with developmental disabilities, including communication (Charlop & Milstein, 1989; Wert & Neisworth, 2003), perspective taking ( Charlop-Christy & Daneshvar, 2003 ), play (D’Ateno, Mangiapanello,”
Using Video-Enhanced Activity Schedules and Matrix Training to Teach Sociodramatic Play to a Child with Autism (2004, result): “, Buggey, 1999; Dowrick, 1991; Krantz, MacDuff, Wadstrom, & McClannahan, 1991; Neumann, 1999) and for teaching play and communication skills in particular (e.g., Buggey, Toombs, Gardener, & Cervetti, 1999; Charlop & Milstein, 1989; Charlop-Christy et al., 2000; D’Ateno et al., 2003; Hepting & Goldst”