Date

2011

Document Type

Master's Thesis

Degree Name

Master of Arts (M.A.)

Department

Teacher Education

Abstract

This multiple baseline study investigated the effects of viewing a video model on the conversational speech of three high school students with autism. Research has shown that video models have been used to effectively teach many skills to both typically developing students and students with autism but little research exists with secondary students with autism. The dependent variables were the spontaneous conversational initiations and percentage of on-topic verbal and nonverbal responses to peers’ statements. The intervention consisted of each student with autism viewing a three-minute video of two peers eating and interacting at a picnic table during the break between periods immediately before interacting in the same situation with one of the peers from the video. All three participants showed gains in both the number of initiations and percentage of appropriate responses. These results were generalized to novel neuro-typical peers. The study provides preliminary evidence that video modeling is an effective way to teach conversational skills to high school students with autism.

Comments

Thesis (M.A.) Teacher Education Department

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