Please use this identifier to cite or link to this item: http://buratest.brunel.ac.uk/handle/2438/1288
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dc.contributor.authorNikopoulos, CK-
dc.contributor.authorKeenan, M-
dc.coverage.spatial16en
dc.date.accessioned2007-11-13T13:03:15Z-
dc.date.available2007-11-13T13:03:15Z-
dc.date.issued2007-
dc.identifier.citationJournal of Autism and Developmental Disorders. 37(4): 678-693en
dc.identifier.urihttp://bura.brunel.ac.uk/handle/2438/1288-
dc.description.abstractThis study comprised of two experiments was designed to teach complex social sequences to children with autism. Experimental control was achieved by collecting data using means of within-system design methodology. Across a number of conditions children were taken to a room to view one of the four short videos of two people engaging in a simple sequence of activities. Then, each child’s behavior was assessed in the same room. Results showed that this video modeling procedure enhanced the social initiation skills of all children. It also facilitated reciprocal play engagement and imitative responding of a sequence of behaviors, in which social initiation was not included. These behavior changes generalized across peers and maintained after a 1- and 2-month follow-up period.en
dc.format.extent507243 bytes-
dc.format.mimetypeapplication/pdf-
dc.language.isoen-
dc.publisherSpringeren
dc.subjectAutismen
dc.subjectChildrenen
dc.subjectVideo modelingen
dc.subjectSocial interactionen
dc.subjectSequencesen
dc.subjectPlayen
dc.titleUsing video modeling to teach complex social sequences to children with autismen
dc.typeResearch Paperen
dc.identifier.doihttp://dx.doi.org/10.1007/s10803-006-0195-x-
Appears in Collections:Community Health and Public Health
Dept of Clinical Sciences Research Papers

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