622
Views
5
CrossRef citations to date
0
Altmetric
Original Articles

Video self-modeling for reducing vocal stereotypy in children with autism spectrum disorder (ASD)

&
Pages 322-337 | Received 02 Jan 2015, Accepted 11 Sep 2015, Published online: 19 Oct 2015

References

  • Ahearn, W. H., Clark, K. M., MacDonald, R. P. F., & Chung, B. (2007). Assessing and treating vocal stereotypy in children with autism. Journal of Applied Behavior Analysis, 40, 263–275. doi:10.1901/jaba.2007.30-06
  • Apple, A. L., Billingsley, F., Schwartz, I. S., & Carr, E. G. (2005). Effects of video modeling alone and with self-management on compliment-giving behaviors of children with high-functioning ASD. Journal of Positive Behavior Interventions, 7(1), 33–46. doi:10.1177/10983007050070010401
  • Athens, E. S., Vollmer, T. R., Sloman, K. N., & Pipkin, C. S. P. (2008). An analysis of vocal stereotypy and therapist fading. Journal of Applied Behavior Analysis, 41(2), 291–297. doi:10.1901/jaba.2008.41-291
  • Barlow, D. H., & Nock, M. K. (2008). Single case experimental design: Strategies for studying behavior change (3rd ed.). Boston, MA: Allyn & Bacon.
  • Bellini, S., Akullian, J., & Hopf, A. (2007). Increasing social engagement in young children with autism spectrum disorders using video self-modeling. School Psychology Review, 16, 80–90.
  • Bellini, S., & McConnell, L. L. (2010). Strength-based educational programming for students with autism spectrum disorders: A case for video self-modeling. Preventing School Failure: Alternative Education for Children and Youth, 54(4), 220–227. doi:10.1080/10459881003742275
  • Bereznak, S., Ayres, K. M., Mechling, L. C., & Alexander, J. L. (2012). Video self-prompting and mobile technology to increase daily living and vocational independence for students with autism spectrum disorders. Journal of Developmental and Physical Disabilities, 24, 269–285. doi:10.1007/s10882-012-9270-8
  • Bernad-Ripol, S. (2007). Using a self-as-model video combined with social storiesTM to help a child with Asperger Syndrome understand emotions. Focus on Autism and Other Developmental Disabilities, 22, 100–106. doi:10.1177/10883576070220020101
  • Bondy, A., & Frost, L. (2001). A picture’s worth. PECS and other visual communication strategies in autism. Bethesda, MD: Woodbine House.
  • Boudreau, J., & Harvey, M. T. (2013). Increasing recreational initiations for children who have ASD using video self modeling. Education and Treatment of Children, 36(1), 49–60. doi:10.1353/etc.2013.0006
  • Buggey, T. (2005). Video self-modeling applications with students with autism spectrum disorder in a small private school setting. Focus on Autism and Other Developmental Disabilities, 20, 52–63. doi:10.1177/10883576050200010501
  • Buggey, T. (2012). Effectiveness of video self-modeling to promote social initiations by 3-year-olds with autism spectrum disorders. Focus on Autism and Other Developmental Disabilities, 27(2), 102–110. doi:10.1177/1088357612441826
  • Buggey, T., Hoomes, G., Sherberger, M. E., & Williams, S. (2011). Facilitating social initiations of preschoolers with autism spectrum disorders using video self-modeling. Focus on Autism and Other Developmental Disabilities, 26(1), 25–36. doi:10.1177/1088357609344430
  • Buggey, T., Toombs, K., Gardener, P., & Cervetti, M. (1999). Training responding behaviors in students with autism: Using videotaped self-modeling. Journal of Positive Behavior Interventions, 1, 205–214. doi:10.1177/109830079900100403
  • Burton, C. E., Anderson, D. H., Prater, M. A., & Dyches, T. T. (2013). Video self-modeling on an iPad to teach functional math skills to adolescents with autism and intellectual disability. Focus on Autism and Other Developmental Disabilities, 28(2), 67–77. doi:10.1177/1088357613478829
  • Charlop-Christy, M. H., Le, L., & Freeman, K. A. (2000). A comparison of video modeling with in vivo modeling for teaching for teaching children with autism. Journal of Autism and Developmental Disorders, 30(6), 537–552. doi:10.1023/A:1005635326276
  • Cihak, D. F., & Schrader, L. (2009). Does the model matter? Comparing video self-modeling and video adult modeling for task acquisition and maintenance by adolescents with autism spectrum disorders. Journal of Special Education Technology, 23(3), 9–20.
  • Cooper, J. O., Heron, T. E., & Heward, W. L. (2007). Applied behavior analysis (2nd ed.). Upper Saddle River, NJ: Pearson Education.
  • Coyle, C., & Cole, P. (2004). A videotaped self-modelling and self-monitoring treatment program to decrease off-task behaviour in children with autism. Journal of Intellectual & Developmental Disability, 29(1), 3–16. doi:10.1080/08927020410001662642
  • Cunningham, A. B., & Schreibman, L. (2008). Stereotypy in autism: The importance of function. Research in Autism Spectrum Disorders, 2, 469–479. doi:10.1016/j.rasd.2007.09.006
  • Dawson, M., Soulieres, I., Gernsbacher, M. A., & Mottron, L. (2007). The level and nature of autistic intelligence. Psychological Science, 18(8), 657–662. doi:10.1111/j.1467-9280.2007.01954.x
  • Dowrick, P. W. (2012). Self-modeling: Expanding the theories of learning. Psychology in the Schools, 49(1), 30–41. doi:10.1002/pits.20613
  • Durand, V. M., & Crimmins, D. B. (1992). The motivation assessment scale. Topeka, KS: Monaco & Associates.
  • Falcomata, T. S., Roane, H. S., Hovanetz, A. N., Kettering, T. L., & Keeney, K. M. (2004). An evaluation of response cost in the treatment of inappropriate vocalizations maintained by automatic reinforcement. Journal of Applied Behavior Analysis, 37, 83–87. doi:10.1901/jaba.2004.37-83
  • Gardner, S., & Wolfe, P. (2013). Use of video modeling and video prompting interventions for teaching daily living skills to individuals with autism spectrum disorders: A review. Research & Practice for Persons with Severe Disabilities, 38(2), 73–87. doi:10.2511/027494813807714555
  • Gelbar, N. W., Anderson, C., McCarthy, S., & Buggey, T. (2012). Video self-modeling as an intervention strategy for individuals with autism spectrum disorders. Psychology in the Schools, 49(1), 15–22. doi:10.1002/pits.20628
  • Hart, J. E., & Whalon, K. J. (2012). Using video self-modeling via ipads to increase academic responding of an adolescent with autism spectrum disorder and intellectual disability. Education and Training in Autism and Developmental Disabilities, 47(4), 438–446.
  • Higbee, T. S., Chang, S., & Endicott, K. (2005). Noncontingent access to preferred sensory stimuli as a treatment for automatically reinforced stereotypy. Behavioral Interventions, 20, 177–184. doi:10.1002/bin.190
  • Joosten, A. V., & Bundy, A. C. (2008). The motivation of stereotypic and repetitive behavior: Examination of construct validity of the motivation assessment scale. Journal of Autism & Developmental Disorders, 38, 1341–1348. doi:10.1007/s10803-007-0523-9
  • Kazdin, A. E. (2010). Single-case research designs: Methods for clinical and applied settings (2nd ed.). New York, NY: Oxford University Press.
  • Keeney, K. M., Fisher, W. W., Adelinis, J. D., & Wilder, D. A. (2000). The effects of response cost in the treatment of aberrant behavior maintained by negative reinforcement. Journal of Applied Behavior Analysis, 33, 255–258. doi:10.1901/jaba.2000.33-255
  • Lang, R., O’Reilly, M., Sigafoos, J., Machalicek, W., Rispoli, M., Lancioni, G. E., … Fragale, C. (2010). The effects of an abolishing operation intervention component on play skills, challenging behavior, and stereotypy. Behavior Modification, 34, 267–289. doi:10.1177/0145445510370713
  • Lang, R., Shogren, K. A., Machalicek, W., Rispoli, M., O’Reilly, M., Baker, S., & Regester, A. (2009). Video self-modeling to teach classroom rules to two students with Asperger’s. Research in Autism Spectrum Disorders, 3, 483–488. doi:10.1016/j.rasd.2008.10.001
  • Lanovaz, M. J., & Argumedes, M. (2009). Using the three-component multiple-schedule to examine the effects of treatments on stereotypy. Journal on Developmental Disabilities, 15(3), 64–68.
  • Lanovaz, M. J., Fletcher, S. E., & Rapp, J. T. (2009). Identifying stimuli that alter immediate and subsequent levels of vocal stereotypy: A further analysis of functionally matched stimulation. Behavior Modification, 33, 682–704. doi:10.1177/0145445509344972
  • Lanovaz, M. J., & Sladeczek, I. E. (2011). Vocal stereotypy in children with autism: Structural characteristics, variability, and effects of auditory stimulation. Research in Autism Spectrum Disorders, 5, 1159–1168. doi:10.1016/j.rasd.2011.01.001
  • Lanovaz, M. J., Sladeczek, I. E., & Rapp, J. T. (2012). Effects of noncontingent music on vocal stereotypy and toy manipulation in children with autism spectrum disorders. Behavioral Interventions, 27, 207–223. doi:10.1002/bin.1345
  • Lasater, M. W., & Brady, M. P. (1995). Effects of video self-modeling and feedback on task fluency: A home-based intervention. Education & Treatment of Children, 18, 389–407.
  • Litras, S., Moore, D. W., & Anderson, A. (2010). Using video self-modelled social stories to teach social skills to a young child with autism. Autism Research and Treatment, 2010, 1–9. doi:10.1155/2010/834979
  • Liu-Gitz, L., & Banda, D. R. (2010). A replication of the RIRD strategy to decrease vocal stereotypy in a student with autism. Behavioral Interventions, 25, 77–87.
  • Lovaas, O. I., Newsom, C., & Hickman, C. (1987). Self-stimulatory behavior and perceptual reinforcement. Journal of Applied Behavior Analysis, 20, 45–68. doi:10.1901/jaba.1987.20-45
  • Love, J. J., Miguel, C. F., Fernand, J. K., & Labrie, J. K. (2012). The effects of matched stimulation and response interruption and redirection on vocal stereotypy. Journal of Applied Behavior Analysis, 45, 549–564. doi:10.1901/jaba.2012.45-549
  • MacDonald, R., Green, G., Mansfield, R., Geckeler, A., Gardenier, N., Anderson, J., … Sanchez, J. (2007). Stereotypy in young children with autism and typically developing children. Research in Developmental Disabilities, 28, 266–277. doi:10.1016/j.ridd.2006.01.004
  • Matson, J. L., Minshawi, N. F., Gonzalez, M. L., & Mayville, S. B. (2006). The relationship of comorbid problem behaviors to social skills in persons with profound mental retardation. Behavior Modification, 30, 496–506. doi:10.1177/0145445505283415
  • McCoy, K., & Hermansen, E. (2007). Video modeling for individuals with autism: A review of model types and effects. Education and Treatment of Children, 30(4), 183–213. doi:10.1353/etc.2007.0029
  • McEntee, J. E., & Saunders, R. R. (1997). A response-restriction analysis of stereotypy in adolescents with mental retardation: Implications for applied behavior analysis. Journal of Applied Behavior Analysis, 30, 485–506. doi:10.1901/jaba.1997.30-485
  • Mottron, L. (2011). Changing perceptions: The power of autism. Nature, 479(7371), 33–35. doi:10.1038/479033a
  • Nikopoulos, C. K., Canavan, C., & Nikopoulou-Smyrni, P. G. (2009). Generalized effects of video modeling on establishing instructional stimulus control in children with autism: Results of a preliminary study. Journal of Positive Behavior Interventions, 11(4), 198–207. doi:10.1177/1098300708325263
  • Nikopoulos, C. K., & Keenan, M. (2003). Promoting social initiation in children with autism using video modeling. Behavioral Interventions, 18(2), 87–108. doi:10.1002/bin.129
  • Nikopoulos, C. K., & Keenan, M. (2006). Video modelling and behaviour analysis: A guide for teaching social skills to children with autism. London: Jessica Kingsley Publishers.
  • Ohtakea, Y., Kawaib, M., Takeuchic, A., & Utsumid, K. (2013). Effects of video self-modelling interventions on reducing task avoidance behaviours of students with autism spectrum disorders. International Journal of Disability, Development and Education, 60(3), 225–241. doi:10.1080/1034912X.2013.812186
  • Piazza, C. C., Adelinis, J. D., Hanley, G. P., Goh, H., & Delia, M. D. (2000). An evaluation of the effects of matched stimuli on behaviors maintained by automatic reinforcement. Journal of Applied Behavior Analysis, 33, 13–27. doi:10.1901/jaba.2000.33-13
  • Qualifications and Curriculum Authority (QCA). (2009). The P scales: Level descriptors P1 to P8. London: The Author.
  • Rao, S. M., & Gagie, B. (2006). Learning through seeing and doing: Visual supports for children with autism. Teaching Exceptional Children, 38(6), 26–33.
  • Rapp, J. T. (2007). Further evaluation of methods to identify matched stimulation. Journal of Applied Behavior Analysis, 40, 73–88. doi:10.1901/jaba.2007.142-05
  • Rapp, J. T., Patel, M. R., Ghezzi, P. M., O’Flaherty, C. H., & Titterington, C. J. (2009). Establishing stimulus control of vocal stereotypy displayed by young children with autism. Behavioral Interventions, 24, 85–105. doi:10.1002/bin.276
  • Rapp, J. T., & Vollmer, T. R. (2005). Stereotypy7 I: A review of behavioral assessment and treatment. Research in Developmental Disabilities, 26, 527–547. doi:10.1016/j.ridd.2004.11.005
  • Rosales, R., Worsdell, A., & Trahan, M. (2010). Comparison of methods for varying item presentation during noncontingent reinforcement. Research in Autism Spectrum Disorders, 4, 367–376. doi:10.1016/j.rasd.2009.10.004
  • Rozenblat, E., Brown, J. L., Brown, A. K., Reeve, S. A., & Reeve, K. F. (2009). Effects of adjusting DRO schedules on the reduction of stereotypic vocalizations in children with autism. Behavioral Interventions, 24, 1–15. doi:10.1002/bin.270
  • Saylor, S., Sidener, T. M., Reeve, S. A., Fetherston, A., & Progar, P. R. (2012). Effects of three types of noncontingent auditory stimulation on vocal stereotypy in children with autism. Journal of Applied Behavior Analysis, 45, 185–190. doi:10.1901/jaba.2012.45-185
  • Schumacher, B. I., & Rapp, J. T. (2011). Evaluation of the immediate and subsequent effects of response interruption and redirection on vocal stereotypy. Journal of Applied Behavior Analysis, 44, 681–685. doi:10.1901/jaba.2011.44-681
  • Shane, H. C., & Albert, P. D. (2008). Electronic screen media for persons with autism spectrum disorders: Results of a survey. Journal of Autism and Developmental Disorders, 38, 1499–1508. doi:10.1007/s10803-007-0527-5
  • Shillingsburg, M. A., Lomas, J. E., & Bradley, D. (2012). Treatment of vocal stereotypy in an analogue and classroom setting. Behavioral Interventions, 27, 151–163. doi:10.1002/bin.1340
  • Shipley-Benamou, R., Lutzker, J. R., & Taubman, M. (2002). Teaching daily living skills to children with autism through instructional video modeling. Journal of Positive Behavior Interventions, 4(3), 166–177. doi:10.1177/10983007020040030501
  • Simmons, D. R., Robertson, A. E., McKay, L. S., Toal, E., McAleer, P., & Pollick, F. E. (2009). Vision in autism spectrum disorders. Vision Research, 49, 2705–2739. doi:10.1016/j.visres.2009.08.005
  • Sparrow, S. S., Cicchetti, D. V., & Balla, D. A. (2006). Vineland adaptive behavior scales (2nd ed.). Minneapolis, MN: NCS Pearson Inc.
  • Taylor, B. A., Hoch, H., & Weissman, M. (2005). The analysis and treatment of vocal stereotypy in a child with autism. Behavioral Interventions, 20, 239–253. doi:10.1002/bin.200
  • Tsui, G. H. H., & Rutherford, M. D. (2014). Video self-modeling is an effective intervention for an adult with autism. Case Reports in Neurological Medicine, 6. Article ID 425897. doi:10.1155/2014/425897
  • Valentino, A. L., Shillingsburg, M. A., Conine, D. E., & Powell, N. M. (2012). Decreasing echolalia of the instruction ‘‘say’’ during echoic training through use of the cues-pause-point procedure. Journal of Behavioral Education, 21, 315–328. doi:10.1007/s10864-012-9155-z
  • Watkins, N., Paananen, L., Rudrud, E., & Rapp, J. T. (2011). Treating vocal stereotypy with environmental enrichment and response cost. Clinical Case Studies, 10(6), 440–448. doi:10.1177/1534650111429377
  • Williamson, R. L., Casey, L. B., Robertson, J. S., & Buggey, T. (2013). Video self-modeling in children with autism: A pilot study validating prerequisite skills and extending the utilization of VSM across skill sets. Assistive Technology, 25, 63–71. doi:10.1080/10400435.2012.712604
  • Zaja, R. H., Moore, L., van Ingen, D. J., & Rojahn, J. (2011). Psychometric comparison of the functional assessment instruments QABF, FACT and FAST for self-injurious, stereotypic and aggressive/destructive behaviour. Journal of Applied Research in Intellectual Disabilities, 24, 18–28. doi:10.1111/j.1468-3148.2010.00569.x

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.