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	Kathleen Whittier Plattsburgh State University Educational Studies and Services Education, Health, and Human Services Division "Cultivating the Scholar, Teacher, and Colleague Within"
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Paper Example

Background Research
Charlop-Christy, M.H., Le L., & Freeman K.A. (2000). A comparison of video modeling with in vivo modeling for teaching children with autism. Journal of autism and developmental disorders, 30 (6), 537 - 552.

1. Identify the dependent variable. Each of the five children had different target behaviors: Erin expressive labeling of emotions; Jerry independent play; Jeff spontaneous greetings and oral comprehension; Greg conversational speech and cooperative play; Tony daily living skills and social play.
2. Identify the independent variable. Modeling procedures (in vivo or video)
3. Identify response measure and recording interval.
Observers recorded correct or incorrect responses over 30 to 32 trials.
4. Identify the type of design used.
The designed used was a multiple base line across five children (ages 7-11) with autism and within child across the two modeling conditions of video and in vivo across tasks.
5. Identify baseline and interventions.
Baseline and generalization probes
All children were reported to watch television or video for at least 30 - 60 minutes a day. Baseline and training sessions for oral comprehension, conversational speech, and cooperative play were conducted in a therapy room. Generalization probes for the target behaviors were conducted in a free-play room. Generalization opportunities for play tasks were conducted in an open grassy area. Baseline and training sessions for self-help skills were done in the clinics kitchen. Generalization probes for daily living skills were assessed in a public bathroom. Generalization probes for spontaneous greetings were carried conducted at the front door of a local restaurant or at the student store.
In baseline only, prompting and reinforcement were used to correct responses, once modeling conditions were present these stopped. For the purposes of baseline all prompted responses were scored as incorrect Rewards provided were determined by a preference assessment and individualized to each child. Baselines were extended across children, tasks, and modeling conditions. During generalization probes no prompting or intended reinforcement were used. Generalization probes were also conducted 3 to 5 days after criterion performance was demonstrated.
Intervention
Procedures for the in vivo and video modeling conditions were conducted in an identical fashion. In both conditions models performed at an exaggerated slow pace and the children were reminded to respond or pay attention as needed. Prompts for on-task behavior and verbal praise were given during the modeling conditions. No other prompts or tangible rewards were provided during the modeling condition. In vivo and video modeling took place in the training setting. Each child was instructed to sit quietly and watch either the television monitor (video - once) or live models (in vivo - twice). After presentation of behavior children were asked accordingly "Let's do the same, just like on TV" or "Let's do the same, just like they did" and then start task.
6. Identify threats to internal validity.
· Reliability of independent variable (in vivo modeling) could be a threat if the "actors" were not consistent, however authors conducted reliability checks (99%).
· Video modeling's more positive results maybe related to social deficits, children with autism may relate better to objects rather than people.
· Past reinforcement history may effect efficacy and the association of past in vivo modeling (general classroom/information delivery system) and inadvertent reinforcement of disruptive behaviors.
· Longitudinal data doesn't exist to demonstrate whether in vivo modeling might actually have stronger long-term generalization.
7. Determine of functional relations have been established/demonstrated.
Yes, only those tasks taught through video modeling had demonstrated generalization. Video modeling demonstrated a more rapid skill acquisition and was more cost effective.
Description of the child
Katie is 3 years 2 months old. Her classroom teacher reports that Katie gets upsets and cries if the aide or herself attempt to engage her, cries with any change or transition, has poor eye contact, and does not interact with other children. If the class has to use a different room, Katie will be inconsolable and cries for up to four hours. Katie demonstrates delays in all areas of development except fine and gross motor skills. She exhibits several characteristics of Autism including a lack of eye contact, delayed peer and adult interactions, severe difficulty with transitions, excessive jargon, poor attention, and difficulty following directions or responding to questions. Sensory concerns were also noted.
Social History/Medical history
She was jaundice at birth, but otherwise healthy with the exception of ear infections. Katie has experienced ear infections since infancy, but has not required ventilation tubes.
Katie's younger sister has demonstrated some mild developmental delays and she has an uncle who is Autistic.
Sensory Organization
There are some sensory organization concerns. Katie becomes upset if her hands are dirty (i.e. paint on them), dislikes any activity that deals with putting her hands into something (such as shaving cream play or finger painting). Katie uses her fingertips to hold objects rather than grasping item in her hand.
Cognitive Development
Katie's cognitive skills range between 18 to 24 months. During evaluation Katie would not engage in pretend play. She is able to count to twenty but does not understand the concept of "one". It is unknown whether Katie understands size concepts or the use of objects such as a shoe, phone, brush, and car as she was uncooperative during most of the evaluation.
Receptive, Expressive Language and Speech Skills
Katie understands language ranging from 15 to 28 months. She responds inconsistently to simple requests and could not identify action words or name actions when looking at a book. Katie demonstrate speech and language delay with skills at the 24 month level. She uses two or three word phrases to communicate. Responds to "no" questions but does not respond to "yes" questions. When the context was unknown the evaluator could only understand approximately 40% of Katie's speech.
Teaching goals and rationale
Katie will make transitions without emotional outbursts. Katie's inability to deal with changes and make uneventful transitions is disruptive at school and home. Unless it fits her agenda any change or transition can cause hours of crying or tantrums. To be successful in preschool and in the future Katie needs to learn to deal with change. In particular, Katie when faced with the need to walk down the hallway on the left hand side would back herself up against the right wall screaming until everyone either passed her or an entire line of children would move to the other wall. A second difficulty was getting Katie to smoothly transition from one activity to another especially if the new activity might involve getting her hands messy in some way.
Katie will be faced with changes from her routine for the rest of her life, unless she learns to deal more positively with those she will be left out of many opportunities to interact with others.
Teaching plan
The teaching plan will take place in the preschool setting that Katie is currently in. The preschool is located in a leased wing of an elementary school (private). In order to access the gym and lunchroom the preschoolers must leave their wing and move through the main part of the school building. Often times other students are moving in the hallways at the same time, as well as, classes being conducted that cannot be constantly disturbed by Katie's outbursts.
Tasks were selected according to Katie's specific needs: being able to walk down a different side of the hallway and transitioning between activities (especially to less favored). The plan was to use video models of Katie, herself, making a successful transition (if obtainable), if this were not possible familiar adults will be used to model behavior on video (as a result of information obtained from study reviewed). The video presented a therapist walking down the right side of the hall and having to move because a line of children were walking toward her on the same side. The second model used a hand gesture that is intended to direct first model to move to the left. Verbal reinforcement and hand gestures will be used with hand gestures being gradually faded. After taking baseline data it was decided to provide reinforcement for any successive approximation Katie made toward moving to the opposite side of the hallway gradually reducing positive feedback or praise only if she switched sides. .
After success is had with first behavior the second video modeling would be attempted. A similar process would be used for video presentation of calm transition between activities. Videos were made of models being asked to stop a favored activity (spinning on the sit and spin) and go to a disliked activity (art, water table, sand table).

Evaluation plan
Changing sides of hall: After viewing the video twice Katie will be asked to do the same thing she had seen on the video. If Katie made any attempt to move to the left side of the hall without emotional outburst she was reinforced and shown the video again. After five successful approximations Katie would need to move closer to the left hand side of hall to receive praise. After being able to move to the opposite side of the hall on 5 of 7 trials, we began to introduce to situations that would be clearly a need to move over. After 5 successful trials we will probe the behavior as it naturally presents itself to see if generalization has occurred. (rate or frequency of behavior)
Transitioning from one activity to another calmly: After viewing the video twice Katie will be asked to do the same thing she had seen on the video. After 5 successful trials we will probe the behavior as it naturally presents itself to see if generalization has occurred.
Success will be if in 5 out 7 situations Katie can move or transition without an outburst. If this does not occur design will be attempted one more time before abandoning concept. If successful will continue to document rate of behavior in natural settings.
Social Validity: Has Katie's ability to transition improved to a degree that she is able to participate in learning activities with other children rather than missing entire opportunity due to behavioral outburst.

References
Charlop-Christy, M.H., Le L., & Freeman K.A. (2000). A comparison of video modeling with in vivo modeling for teaching children with autism. Journal of autism and developmental disorders, 30 (6), 537 - 552.

Paper Example

This page was last updated 13 July 2004 This site managed by Kathleen Whittier.

This page was last updated 13 July 2004
This site managed by Kathleen Whittier.