Video Modeling Intervention Practices For Young Children

“Teaching Play Skills to Children with Autism Using Visually Structured Task”, written by Patricia K. Hampshire and Jack J. Hourcade, focuses on teaching a 7-year-old boy named Keith that has been diagnosed with autism spectrum disorder (ASD) play skills. Keith’s special education teacher, Ms. Pool, and his first grade general education teacher, Ms. Carter, have been concerned with Keith’s social isolation in the classroom and believe that he would gain a great deal if he strengthened his social interaction with peers and developed more suitable play behaviors with toys.

The PEAK Assessment tool and Relational Training System was published by Dr. Mark R. Dixon in February of 2014 after six years of empirical research. Dr. Dixon developed PEAK out of the realization that many Board Certified Behavioral Analysts (BCBA) and others working with autistic children were making clinical decisions without having a clear concept of what to instruct and how to execute it. Dr. Dixon worked with over two hundred children over a six year period of time to produce a meaningful and concise assessment of skills. Modules 1-3, Imitation, Consistency and Attention, have been researched for validity and reliability, the fourth module, Cooperation, is in the process of being tested.

Autism is a disease that is being diagnosed today more than ever before. In fact, as of 2014 the statistics for diagnosis of autism are one in sixty-eight children, with diagnosis being much more common in boys (Autism Speaks, 2016a). While there are many theories about what causes autism, there is currently not any proven predictor of what will cause this disease to develop (Landrigan, 2010). Since prevention is not possible at this time, it is extremely beneficial and important to research understanding and treatment of those diagnosed with Autism Spectrum Disorder (ASD). There are many avenues of treatment for ASD, but one method that has received significant attention is applied behavior analysis (ABA). The goal of this research article is to explore the definition of applied behavior analysis, its development over time, and its application to real life. Some questions that will be explored are when and where did ABA originate, how has it developed over time, and what researchers contributed new findings to this intervention. Additionally, the methods that have been developed over time to implement ABA will be discussed, specifically with their application to autism and individuals diagnosed with ASD. Finally, there will be a discussion of how skills that individuals with ASD gain from applied behavioral analysis can be applied to a classroom setting.

H., Carpenter, M., Le, L., LeBlanc, L. A., & Kellet, K. (2002). Using the picture exchange communication system (PECS) with children with autism: Assessment of PECS acquisition, speech, social‐communicative behavior, and problem behavior. Journal of applied behavior analysis, 35(3), 213-231.

The term autism currently holds a meaning that is significantly different than when it was first adopted into our vocabulary in the 1960’s. The evolution of scientific discoveries within the field of autism research is remarkable and consistently improving. With the prevalence of autism continuing to reach sky rocketing numbers, the inclusion of children with autism spectrum disorders (ASD) in the school system is extremely important. Every child has the right to obtain an education and finding new methods that provide this for children with ASD is vital. Creating programs and techniques that can be personalized to a child is the key to them receiving the most out of their education. Discrete trial teaching, pivotal response treatment and picture

A significant increase in the prevalence of autism spectrum disorders (ASDs) has been observed over the past decade. Specifically, the prevalence has increased from 1 in 110 children to 1 in 88. The 2011 Interagency Autism Coordinating Committee (IACC) described the increase in prevalence of ASDs as a national medical emergency. To address this emergency, the IACC developed a strategic plan. Successful implementation of the plan could improve the quality of life of children with ASDs and their families. Evaluation of cost-effectiveness of evidence-based services is one of the long-term objectives in the IACC strategic plan, and this proposal addresses it. According to PA-10-159 entitled Research on Autism and Autism Spectrum Disorders (R03),

Video modeling is a promising behavioral technique that falls under the category of assistive technology. It is thought to be a beneficial learning tool because it combines the power of observational learning, also known as modeling, with the apparent tendency of individuals with ASD to be particularly responsive to visually cued instruction. Video modeling is a procedure of videotaping targeted behaviors in order to expand the learner’s capability to memorize, imitate, and generalize or adapt targeted behaviors (Neumann, 2004). Over the last three decades, the research has shown success when video modeling is used for teaching individuals with ASD a variety of social, academic, functional, and recently vocational skills. However, little research has been conducted on using video modeling to teach behavior expectations during whole group learning. The purpose of this study was to determine the effectiveness

The participants in this study were 19 boys and one girl with autism and received 40 hours per week of this type of intervention for two years. Following the completion of this intensive ABA, students received supplemental instruction for the next two years while entering school. The average age of the participants was 41.5 months with a range of 20-65 months. Thirteen of the children were receiving intervention prior to age 4. Eighteen of the children were diagnosed with autism and the remaining two had labels of

Zwaigenbaum, et. al. reviewed the literature pertaining to practice and research in early autism interventions to confirm or revoke the standing best practices in the field. The authors reviewed ten item, four pertaining directly to best care practices and six pertaining to research standards. Research for care practices confirmed that interventions for individuals under the age of 3 should be “a combination of developmental and behavioral approaches and begin as early as possible” (Zwaigenbaum, et. al.,

In this book, “Helping children with autism learn: Treatment approaches for parents and professionals” Siegel gives parents of autistic children what they need most: hope. Siegel explains that how to take an inventory of a child particular disabilities that break down the various kinds unique to autism. Many other signs and symptoms are also seen in a child suffering from autism are atypical eating, lack of intuition and less attention to social stimuli. This book has been a great help in the research as it explains about the key understanding of each autism case as a discrete set of learning disabilities, each of which must be treated individually. This book is relevant to my research as it has important documentation and papers about the conference. It provides a detailed account of the issues, at the same time, Siegel offer a new understanding and a practical, thoughtful approach that will give parents a new hope.

How we teach is just as important as what we teach. This is especially true when training staff to perform on the job. Due to the important role of our direct care staff it is crucial to implement training procedures that are scientific and evidence-based. Based on the following literature review, Positive Behavior Changes (PBC) has created a comprehensive training package for direct care staff. By utilizing Personalized Systems of Instruction (PSI), video training, in-situ training and role-play methods, staff will learn how to implement Functional Communication Training and Errorless Learning with individuals on the Autism Spectrum. In order to provide our clients with the best possible services, we seek to not only equip staff with the knowledge

Autism Spectrum Disorder is characterized by persistent deficits in social communication and social interaction along with a tendency to engage in repetitive behaviors. (Adak & Halder 2017) (Fletcher-Watson & McConachie 2017) Research has indicated that the earlier that the child receives a diagnoses and an early intervention plan the better their communication skills are leading into school age. (Beaudet 2012) Early intervention therapies target specific goals such as overall function, reducing particular behavioral difficulties, and facilitating communication for a child with Autism Spectrum Disorder. (Fletcher-Watson & McConachie 2017) (Rose et al., 2016) Applied Behavior Analysis (ABA) is currently most acknowledged form of early

One in sixty eight children meets the criteria for an Autism Spectrum Diagnosis (CDC, 2014). When a child receives an Autism diagnosis, the parent takes on the role of advocate who must determine how their child will get the support or therapies necessary to help him or her live a life to the fullest potential. For many parents and children Early Intensive Behavioral Therapy provides one of the most empirically effective treatment strategies. Applied Behavior Analysis (ABA), based on the Lovaas Model first developed by Dr. Ivaar Lovaas, is a form of Early Intensive Intervention Therapy for children who have been diagnosed with ASD. The original studies of Dr. Lovaas show half of children who receive an average of 40 hours of ABA for at

The hallmarks of autism spectrum disorder (ASD) involve marked deficits in social interaction as well as engagement in repetitive behaviors and language difficulties (Leblanc, Richardson, & Warnie, 2005). Although autism can have a profound impact on the capabilities and functioning of the individual, emerging research indicates that applied behavioral analysis (ABA) can be an effective tool for addressing many of the deficits that children with ASD face (Boutot & Myles, 2016). In fact, emerging research indicates that when ABA is utilized for the treatment of young children with ASD many of the challenges faced by this group can be ameliorated (Boutot & Myles, 2016). With these issues in mind the current investigation considers the seven elements of ABA identified by Baer, Wolf, and Risley (1968) in their seminal article on applied behavioral analysis and their application to individuals with ASD. Through a critical review of the seven elements of ABA in relation to ASD it will be possible to illustrate how this approach can be effective for improving outcomes for individuals diagnosed with autism.

Since I knew my son has autism, I researched lots of sources related with autism. Autism is one of the most common developmental disorders among preschool aged kids. It doesn't have clear ways to be cured. However, many studies show that applied behavior analysis and other developmental therapies can bring about meaningful and positive change in behaviors and social aspects of young children with autism. Additionally, I learned some organizations such as regional center provides beneficial services for children with autism. I, now, help new parents of kids with autism how to find right information for their