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8108 IMPLEMENTING VIDEO MODELING EFFECTIVELY FOR YOUNG ADULTS WITH AUTISM SPECTRUM DISORDER

Thursday, July 9, 2015: 4:15 PM-5:30 PM

Room Number: 106 (Colorado Convention Center)

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Presenters will highlight evidence-based program research demonstrating the effectiveness of video modeling with participants in the Transitions Program, a peer-mediated social skills group for young adults with Autism Spectrum Disorder. Presenters will outline how the Transitions Program has implemented its research to design and create effective video models for instruction. The purpose of this presentation will be to review research showing the effectiveness of video modeling instruction for individuals with ASD, to review similar research we conducted to test the generalizability of video modeling specifically for Transitions, a peer-mediated social skills program for young adults with ASD, and how Transitions refined its delivery of social skill instruction based on the results of its research with video modeling.

Researchers are continually looking for new ideas on the most effective method of instruction to teach social skills to individuals with autism spectrum disorder (ASD). Research on the use of video modeling for teaching social and vocational skills to people with ASD is growing. Many people with ASD, including young adults, show a lack in social skills (Allen, Wallace, & Renes, 2010). Video modeling, or using a video to teach and model social skills, has been shown to increase the effectiveness of social skills instruction. Given the success of visual learning techniques, video modeling has been used to teach a wide variety of social skills among individuals with ASD, from simple social skill tasks to vocational skills. Video modeling is thought to be one of the more beneficial tools in learning due to visually cued instruction favoring individuals with ASD (Allen et al., 2010).

Based on its potential to enhance social skill instruction, Transitions initiated a research project to assess its effectiveness specific to our purpose of refining and generalizing social skills among young adults with ASD. In the study, Perdue, McKevitt, Ritzman, and Romero (nd) included five young adults with a diagnosis of autism spectrum disorder from a peer-mediated social skills program. Data was gathered in a multiple baseline design across three target behaviors. This information was compared with a comparison group who received traditional social skills instruction through lecture format. Data was collected and analyzed to determine effectiveness between the different instructional strategies, and the results indicated that video-modeling instruction was more effective than traditional social skills instruction at improving the three-targeted behaviors for young adults with ASD.

Based on the data collected from Perdue, et al. (nd), Transitions has instituted changes in its social skill instruction so as to maximize both instruction and flexibility by utilizing best practices of video modeling. Participants in our presentation will learn about how we implemented video modeling best practices and specifics of our own research to refine and redesign our social skill instruction for young adults with ASD.

References

Allen, K. D., Wallace, D. P., & Renes, D. (2010). Use of video modeling to teach vocational skills to adolescents and young adults with autism spectrum disorders. Education and Treatment of Children, 33(3), 339-349.

Perdue, J., McKevitt, B.C., Ritzman, M., & Romero, T. (ND). The effectiveness of video modeling to teach social skills to young adults with autism spectrum disorder.

Learning Objectives:

Explore how to design instruction for individuals with autism spectrum disorder using video modeling in a group setting
Recognize the impact of teaching social skills behaviors through a video modeling format in comparison to a lecture style format

Content Area: Technology

Presenters:

Mitzi Ritzman, Ph.D., CCC-SLP
Associate professor, Department of Special Education and Communication Disorders
University of Nebraska Omaha

Mitzi J. Ritzman is an associate professor at the University of Nebraska Omaha. She currently is the co-director of a social skills program for young adults with Autism Spectrum Disorder (ASD). Her primary areas of interest are language and literacy disorders, ASD, at-risk populations and best practices in service delivery.

Troy Romero, Ph.D.
Associate Professor, Goodrich Scholarship Program
University of Nebraska Omaha

Dr. Romero is a Goodrich Scholarship Program professor and teaches in the Psychology Department, where he earned his Ph.D. in Industrial/Organizational Psychology. He’s a faculty member of the Office of Latino/Latin American Studies. Dr. Romero co-founded and co-directs a social skills program for young adults with ASD.

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