Christopher Stephen Rayner1. 1. University of Tasmania, Faculty of Education, Hobart, Australia. csrayner@utas.edu.au
Abstract
OBJECTIVE: To evaluate the use of video modelling as an intervention for increasing task completion for individuals with autism who have high support needs. METHODS: A 12-year-old-boy with autism received video modelling intervention on two routines (unpacking his bag and brushing his teeth). RESULTS: Use of the video modelling intervention led to rapid increases in the percentage of steps performed in the unpacking his bag sequence and these gains generalized to packing his bag prior to departure from school. There was limited success in the use of the video modelling intervention for teaching the participant to brush his teeth. CONCLUSION: Video modelling can be successfully applied to enhance daily functioning in a classroom environment for students with autism and high support needs.
OBJECTIVE: To evaluate the use of video modelling as an intervention for increasing task completion for individuals with autism who have high support needs. METHODS: A 12-year-old-boy with autism received video modelling intervention on two routines (unpacking his bag and brushing his teeth). RESULTS: Use of the video modelling intervention led to rapid increases in the percentage of steps performed in the unpacking his bag sequence and these gains generalized to packing his bag prior to departure from school. There was limited success in the use of the video modelling intervention for teaching the participant to brush his teeth. CONCLUSION: Video modelling can be successfully applied to enhance daily functioning in a classroom environment for students with autism and high support needs.