東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

Using Video Modeling to Teach Social...

Babcock, Sarah.

FindBook

Google Book

Amazon

博客來

Using Video Modeling to Teach Social Skills to Students with Disabilities.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Using Video Modeling to Teach Social Skills to Students with Disabilities./
作者:	Babcock, Sarah.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2020,
面頁冊數:	119 p.
附註:	Source: Dissertations Abstracts International, Volume: 82-03, Section: B.
Contained By:	Dissertations Abstracts International82-03B.
標題:	Special education. -
電子資源:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28002587
ISBN:	9798664787771

Using Video Modeling to Teach Social Skills to Students with Disabilities.
Babcock, Sarah.

Using Video Modeling to Teach Social Skills to Students with Disabilities. - Ann Arbor : ProQuest Dissertations & Theses, 2020 - 119 p.

Source: Dissertations Abstracts International, Volume: 82-03, Section: B.

Thesis (Ph.D.)--University of Georgia, 2020.

This item must not be sold to any third party vendors.

This study evaluated the effectiveness of video modeling by others (VMO) to teach social skills to seven elementary school students with disabilities across two experiments. Experiment 1 evaluated the use of VMO to teach social greetings, and Experiment 2 targeted compliment skills. The participants in Experiment 1 required VMO alone or in combination with varying levels of additional prompting in order to show gains towards greeting skills using an individual's name. Gains in skill levels were associated with VMO although confidence in a functional relation is limited due to a lack of therapeutic gains with VMO alone for two participants. Data collection for Experiment 2 was affected by the global pandemic (COVID-19). The academic year was shifted to online instruction and therefore access to the students was lost after two of four participants contacted the intervention. Participant 1 required two levels of prompting in order to show a therapeutic change with compliment behaviors. Participant 2 showed no therapeutic gain with VMO, and was lost to school closings before additional conditions could be implemented. Thus, VMO alone did not provide the level of support that these participants required to produce a therapeutic change in skill levels for Experiment 2. The outcomes from these studies are discussed specific to individual student characteristics, as are limitations and implications for future research.

ISBN: 9798664787771Subjects--Topical Terms:

516693
Special education.
Subjects--Index Terms:

Autism

Using Video Modeling to Teach Social Skills to Students with Disabilities.
LDR:02555nmm a2200373 4500 001 2279918
005 20210823091414.5
008 220723s2020 ||||||||||||||||| ||eng d
020 $a 9798664787771
035 $a (MiAaPQ)AAI28002587
035 $a AAI28002587
040 $a MiAaPQ $c MiAaPQ
100 1 $a Babcock, Sarah. $3 3558406
245 1 0 $a Using Video Modeling to Teach Social Skills to Students with Disabilities.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2020
300 $a 119 p.
500 $a Source: Dissertations Abstracts International, Volume: 82-03, Section: B.
500 $a Advisor: Clees, Thomas.
502 $a Thesis (Ph.D.)--University of Georgia, 2020.
506 $a This item must not be sold to any third party vendors.
520 $a This study evaluated the effectiveness of video modeling by others (VMO) to teach social skills to seven elementary school students with disabilities across two experiments. Experiment 1 evaluated the use of VMO to teach social greetings, and Experiment 2 targeted compliment skills. The participants in Experiment 1 required VMO alone or in combination with varying levels of additional prompting in order to show gains towards greeting skills using an individual's name. Gains in skill levels were associated with VMO although confidence in a functional relation is limited due to a lack of therapeutic gains with VMO alone for two participants. Data collection for Experiment 2 was affected by the global pandemic (COVID-19). The academic year was shifted to online instruction and therefore access to the students was lost after two of four participants contacted the intervention. Participant 1 required two levels of prompting in order to show a therapeutic change with compliment behaviors. Participant 2 showed no therapeutic gain with VMO, and was lost to school closings before additional conditions could be implemented. Thus, VMO alone did not provide the level of support that these participants required to produce a therapeutic change in skill levels for Experiment 2. The outcomes from these studies are discussed specific to individual student characteristics, as are limitations and implications for future research.
590 $a School code: 0077.
650 4 $a Special education. $3 516693
650 4 $a Educational technology. $3 517670
650 4 $a Educational psychology. $3 517650
650 4 $a Social psychology. $3 520219
650 4 $a Disability studies. $3 543687
650 4 $a COVID-19. $3 3554449
653 $a Autism
653 $a Social skills
653 $a Video modeling
690 $a 0529
690 $a 0201
690 $a 0525
690 $a 0710
690 $a 0451
710 2 $a University of Georgia. $b Special Education - PHD. $3 3558407
773 0 $t Dissertations Abstracts International $g 82-03B.
790 $a 0077
791 $a Ph.D.
792 $a 2020
793 $a English
856 4 0 $u https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28002587