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Introducing an Information Seeking S...

Markey, Patricia T.

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Introducing an Information Seeking Skill in a School Library to Students with Autism: Using Video Modeling and Least-to-Most Prompts.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Introducing an Information Seeking Skill in a School Library to Students with Autism: Using Video Modeling and Least-to-Most Prompts./
作者:	Markey, Patricia T.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2014,
面頁冊數:	193 p.
附註:	Source: Dissertation Abstracts International, Volume: 76-04(E), Section: A.
Contained By:	Dissertation Abstracts International76-04A(E).
標題:	Educational administration. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3667874
ISBN:	9781321424249

Introducing an Information Seeking Skill in a School Library to Students with Autism: Using Video Modeling and Least-to-Most Prompts.
Markey, Patricia T.

Introducing an Information Seeking Skill in a School Library to Students with Autism: Using Video Modeling and Least-to-Most Prompts. - Ann Arbor : ProQuest Dissertations & Theses, 2014 - 193 p.

Source: Dissertation Abstracts International, Volume: 76-04(E), Section: A.

Thesis (Ed.D.)--Drexel University, 2014.

Between the years 2002 and 2010, the identification of individuals diagnosed with autism spectrum disorders (ASD) increased by more than 123% according to the Autism and Developmental Disabilities Monitoring (ADDM) Network. Recent estimates report that one in 68 children has been diagnosed with autism, with ASD affecting one in 42 boys and one in 189 girls (CDC, 2014). The purpose of this case study was to determine the effectiveness of a video peer modeling and least-to-most prompting intervention targeting the instructional delivery of an information literacy skill to students with ASD in the school library setting. Research studies have evaluated the effectiveness of video modeling procedures in the acquisition of social initiation, conversational skills, perspective-taking, appropriate play, and functional skills. However, the literature is limited on the effects of video modeling with least-to-most prompting on the acquisition of academic skills in library instructional programs. This research study is significant due to the rapid increase in the identification of students with autism spectrum disorders and current inclusionary practices in both the general education and library classrooms. This single-subject, multiple case study design utilized a descriptive approach to measure baseline, video peer-modeling intervention, and withdrawal phases for the acquisition of skills by five middle school students with autism spectrum disorder in accessing an online computer card catalog to locate a library book in the school collection. The primary question this research study sought to answer was: How does the use of video modeling accompanied by least-to-most prompting affect the acquisition of library information skills in students with autism spectrum disorder (ASD)? The results suggest that video modeling with least-to-most prompting was successful in teaching the five participants to access the online library card catalog to help them select books for academic and leisure activities. The video modeling intervention effectively facilitated the acquisition of the targeted skill for all of the study participants. Each participant was able to acquire the skills needed to complete the task independently with fading of least-to-most prompts within four to twelve sessions. Findings from the current study regarding the efficacy of video modeling intervention add to the literature on the utilization of video modeling procedures in improving academic skills in students with ASD. Results can also be used to strengthen existing educational programs and services for children with ASD in library instructional programs.

ISBN: 9781321424249Subjects--Topical Terms:

2122799
Educational administration.

Introducing an Information Seeking Skill in a School Library to Students with Autism: Using Video Modeling and Least-to-Most Prompts.
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