Social skill; autism spectrum disorders; video modeling; middle school student
This purpose of this study was to investigate the effectiveness of an intervention package that combined Skillstreaming procedures for the development of social skills with the use of video modeling for middle school students identified with ASD. Specifically, the purpose of this study was to determine if the video modeling intervention package has an impact on social skill performance of three middle school-aged students with ASD. A multiple probe design across participants was employed to assess the effects of the video modeling intervention package on two beginning social skills (i.e., initiate greetings and initiate a conversation). The participants were three middle school-aged students with ASD enrolled in a self-contained classroom. The dependent variable was the percentage of correct social skills components performed when greeting the teacher and initiating a conversation within in the first 10 minutes of class each morning. The independent variable was an intervention package that included video modeling and direct instruction for each social skill component with Skillstreaming procedures (i.e., modeling, role playing, feedback). The results of this research indicated that all three students improved their social skills performance following the implementation of the video modeling intervention package. Furthermore, during the maintenance phase, the social skills performance of each student was maintained. Recommendations for further study and for teachers of students with ASD are presented.
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Doctor of Philosophy (Ph.D.)
College of Education and Human Performance
Education; Exceptional Education
Length of Campus-only Access
Doctoral Dissertation (Open Access)
Dissertations, Academic -- Education and Human Performance; Education and Human Performance -- Dissertations, Academic
Kocaoz, Onur, "The Impact of Video Modeling Combined with Skillstreaming Teaching Procedures on the Social Interaction Skills of Middle School Aged Students with Autism Spectrum Disorders" (2015). Electronic Theses and Dissertations, 2004-2019. 1223.