Effects of Video Modeling Alone and With Self-Management on Compliment-Giving Behaviors of Children with High-Functioning ASD

By A. Apple, F. Billingsley, I. Schwartz, E. Carr. 2005

232 citations recorded by the source corpus.

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

View Paper: https://www.semanticscholar.org/paper/b88b7d4a8ebf61ec6aa066fd9721058cd83765d4

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In Clinical Psychology

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Citations in the corpus

Using Computer-Presented Social Stories and Video Models to Increase the Social Communication Skills of Children With High-Functioning Autism Spectrum Disorders (2008, result): “…teach correct spelling sequences (Kinney, Vedora, & Stromer, 2003), spontaneous social interactions (Maione & Mirenda, 2006; Wert & Neisworth, 2003), compliment giving (Apple, Billingsley, & Schwartz, 2005), and pretend play skills (MacDonald, Clark, Garrigan, & Vangala, 2005) in children with ASD.”
Video Modeling Interventions for Individuals with Autism (2007, background): “Three research teams (Apple et al., 2005; Haring et al., 1987; Shipley-Benamou et al., 2002) described positive results when generalization across setting was assessed.”
Self-Management Interventions on Students With Autism (2014, background): “Apple, Billingsley, and Schwartz (2005) described two experiments, although only the second included self-management procedures.”
Video Modeling for Individuals with Autism: A Review of Model Types and Effects (2007, methodology): “…for play skills such as social initiations, following directions, greetings and sharing (Dauphin et al., 2004; Nikopoulous & Keenan, 2004; Reagon et al., 2006; Simpson et al., 2004; Taylor et al., 1999) and social interactions, such as responding to and giving compliments (Lowy Apple et al., 2005).”
Social Skills Interventions for Individuals with Autism: Evaluation for Evidence-Based Practices within a Best Evidence Synthesis Framework (2010, background): “Another approach has focused on development of animal models of the disorder ( Amaral et al. 2008; Bachevalier and Loveland 2006).”
A Review of School-Based Instructional Interventions for Students with Autism Spectrum Disorders. (2008, methodology): “A small number of studies (n = 16 studies) used social validity measures such as written questionnaires, video clips, and focus groups to judge the social acceptability of interventions (Agran et al., 2002; Akmanoglu-Uludag & Batu, 2005; Akmanoglu & Batu, 2004; Apple et al., 2005; Buffington et al”
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): “In 6 of the 8 studies (i.e., Apple et al., 2005; LeBlanc et al., 2003; Maione & Mirenda, 2006; Nikopoulos & Keenan, 2003, 2004a; Reeve et al., 2007), additional components were added when VM alone did not increase the target responses of participants.”
A Meta-Analysis of Video Modeling and Video Self-Modeling Interventions for Children and Adolescents with Autism Spectrum Disorders (2007, background): “Apple, Billingsley, and Schwartz (2005) conducted two experiments that focused on teaching compliment-giving responses and initiations via video modeling.”