| Title |
Video Modeling and Observational Learning to Teach Gaming Access to Students with ASD
|
|---|---|
| Published in |
Journal of Autism and Developmental Disorders, June 2016
|
| DOI | 10.1007/s10803-016-2824-3 |
| Pubmed ID | |
| Authors |
Amy D. Spriggs, David L. Gast, Victoria F. Knight |
| Abstract |
The purpose of this study was to evaluate both video modeling and observational learning to teach age-appropriate recreation and leisure skills (i.e., accessing video games) to students with autism spectrum disorder. Effects of video modeling were evaluated via a multiple probe design across participants and criteria for mastery were based on these results. Secondary measures were collected on observational learning across participants and behaviors. Participants included 4 children with autism, ages 8-11, who were served in self-contained special education classrooms. Results indicated a functional relation between video modeling and increased independence in gaming; observational learning occurred for at least some steps across students. Results, implications for practitioners, limitations, and ideas for future research are discussed. |
X Demographics
The data shown below were collected from the profile of 1 X user who shared this research output. Click here to find out more about how the information was compiled.
Geographical breakdown
| Country | Count | As % |
|---|---|---|
| Unknown | 1 | 100% |
Demographic breakdown
| Type | Count | As % |
|---|---|---|
| Members of the public | 1 | 100% |
Mendeley readers
The data shown below were compiled from readership statistics for 154 Mendeley readers of this research output. Click here to see the associated Mendeley record.
Geographical breakdown
| Country | Count | As % |
|---|---|---|
| United Kingdom | 1 | <1% |
| Netherlands | 1 | <1% |
| Brazil | 1 | <1% |
| Unknown | 151 | 98% |
Demographic breakdown
| Readers by professional status | Count | As % |
|---|---|---|
| Student > Master | 34 | 22% |
| Student > Ph. D. Student | 17 | 11% |
| Student > Bachelor | 14 | 9% |
| Researcher | 13 | 8% |
| Student > Postgraduate | 13 | 8% |
| Other | 34 | 22% |
| Unknown | 29 | 19% |
| Readers by discipline | Count | As % |
|---|---|---|
| Psychology | 40 | 26% |
| Social Sciences | 18 | 12% |
| Nursing and Health Professions | 11 | 7% |
| Medicine and Dentistry | 11 | 7% |
| Design | 6 | 4% |
| Other | 27 | 18% |
| Unknown | 41 | 27% |
Attention Score in Context
This research output has an Altmetric Attention Score of 2. This is our high-level measure of the quality and quantity of online attention that it has received. This Attention Score, as well as the ranking and number of research outputs shown below, was calculated when the research output was last mentioned on 17 September 2017.
All research outputs
#15,646,934
of 23,867,274 outputs
Outputs from Journal of Autism and Developmental Disorders
#3,849
of 5,240 outputs
Outputs of similar age
#208,014
of 345,176 outputs
Outputs of similar age from Journal of Autism and Developmental Disorders
#44
of 60 outputs
Altmetric has tracked 23,867,274 research outputs across all sources so far. This one is in the 32nd percentile – i.e., 32% of other outputs scored the same or lower than it.
So far Altmetric has tracked 5,240 research outputs from this source. They typically receive a lot more attention than average, with a mean Attention Score of 13.2. This one is in the 23rd percentile – i.e., 23% of its peers scored the same or lower than it.
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We're also able to compare this research output to 60 others from the same source and published within six weeks on either side of this one. This one is in the 23rd percentile – i.e., 23% of its contemporaries scored the same or lower than it.