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1726
Using video and multi-media technology to teach children with autism
Thursday, July 13, 2006: 1:30 PM-2:45 PM
Providence Ballroom I (Westin Providence)
In this age of increased multi-media technology, many children with autism are interested in (and learning from) videos, DVDs, and computers. This presentation will explore the benefits and potential challenges to teaching appropriate skills to children with autism via video and multi-media technology. Further, presenter will provide step-by-step strategies for developing and using video social stories and other multi-media technology for children with autism.
According to Crozier and Tincani (2005), Social StoriesÂȘ are
beneficial for children with autism for several reasons. First, because
children with autism are often very visual learners, the social story
capitalizes on this strength. Second, they can be used easily and unobtrusively
in an educational environment. Third, stories are concrete and their content
can be rehearsed and repeated until mastery has been achieved. Finally, professionals
and families report social stories are effective and easy to use. While this is
true, there are still many (particularly young) children with autism who do not
respond as well to print or picture books as they do to technology, for
example, television videos. This can be seen in the ability of young children
with autism to repeat phrases from their favorite shows, even "acting out"
entire scenes. Though often echolalic in nature, at times these repetitions
take the form of attempts at communication, as reported by their parents and
teachers. One means of teaching children with autism is to place a social story
on video. Taking advantage of the innate fascination with technology and
capitalizing on the ability of children with autism to recall details seen and
heard on video is the goal of a video social story.
This presentation will explore the benefits and potential
challenges to teaching appropriate skills to children with autism via video and
multi-media technology and will provide step-by-step strategies for developing
and using video social stories and other multi-media technology. Samples will
be shown and discussed.
Benefits of Video Social Stories and Other Multi-Media
Approaches:
- Capitalizes
on interests of the child
- Can be
useful for those with shorter attention spans
- Can be
home-made and tailored to the individual child's needs
- Commercial
videos are available to eliminate the need to filming and editing
- Scripts
from the videos can be used in the natural environment whenever the skills
are necessary
Potential Challenges to Teaching via Multi-Media and Video
Technology and Ways to Overcome them:
- The
child may not be interested in the "actors" on video
- Identify
and use videos that include elements that interest your child. For
example, some videos use child actors, and these may be more interesting
than cartoons for some children
- The
child may lose interest in a lengthy video
- Show
only portions of the video at a sitting
- The
child may be distracted by portions of a video
- Select
videos that contain limited distracting stimuli, like flashy costumes,
backgrounds, or music
- The
child may not spontaneously recall essential components from the video
when needed
- Create
a script, or pictoral social story from the video to be carried with the
child when away from the video
- Prompt
or cue the child to use the script or remind of the skill learned on the
video
Strategies for Developing Videos and Multi-Media Technology:
- Select
skills that can be taught via technology (note: they must be able to be
shown or displayed visually)
- Select
a medium that your child prefers (CD, DVD, Video)
- If
developing your own technology:
- Determine
who will perform any skills that will be modeled
- Obtain
necessary materials, including technology for recording or shooting
- Edit
as needed
- If
choosing commercially available technology:
- Select
videos, DVDs, or CDs that include the skills that you wish to teach
- Select
videos, DVDs, or CDs that are specific for children with autism whenever
possible
- Choose
those that are most suited to your child's learning style and interest
Strategies for Teaching via Videos and Multi-Media
Technology:
- View
the video/DVD/CD first, identifying specific skills you wish to highlight
- Identify
vocabulary necessary to skill development
- Keep
terms short and to the point in order to facilitate the development of
scripts
- Develop
scripts, social stories, etc. for use when away from the technology in
order to facilitate skill generalization
- Sit
down with your child and view the video, etc., pointing out key skills and
emphasizing key terms (e.g., those from the script)
- Rehearse
with your child away from the technology
- Practice
the scripts in the natural setting
- Prompt
your child to use the script or remind him/her about the video when in a
natural setting requiring the use of a skill learned on the video
- Always
provide plenty of positive reinforcement for displaying skills learned
from the video as well as the use of the script
Following this presentation, participants will be able to:
- Discuss
the advantages of the use of multi-media and video technology for
teaching children with autism
- Identify
skills that can be taught via multi-media and video technology
- Describe
challenges to creating and teaching via technology and how to overcome
each
- Discuss
details of the types of video or multi-media technology that their child
or those with whom they work might best benefit
- Describe
how to create video Social StoriesÂȘ or multi-media CDs for teaching
children with autism
- List
the steps in teaching via videos/DVDs or CDs
This session will be appropriate for parents and
professionals working with children with autism of various ages. No prior
knowledge of technology is required to understand and participate fully in this
session. All examples will be clearly explained as presented to the audience.
Audience participation in the form of questions and ideas will be welcomed. The
participants will be encouraged to leave the session with a plan for the use of
these types of technology in the instruction of the children with autism with
whom they work.
Content Area: Technology
Presenter:
E. Amanda Boutot, Ph.D., BCBA
Assistant Professor
DePaul Unversity
Dr. Boutot received her doctorate in special education from the University of Texas at Austin in 1999. She has worked with persons with autism and their families for nearly two decades. She served three years at the University of Nevada, Las Vegas as the coordinator of the graduate program in mental retardation and developed the graduate program in autism. Currently, she is an assistant professor at DePaul University in Chicago. She researches play and language development in autism as well as family issues. Dr. Boutot has presented nationally and internationally and has authored numerous publications in the field.