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Examining prerequisite skills for le...

Northeastern University., Applied Behavior Analysis.

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Examining prerequisite skills for learning through video modeling.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Examining prerequisite skills for learning through video modeling./
Author:	Robinson, Meghan.
Description:	35 p.
Notes:	Advisers: Bill Ahearn; Rebecca MacDonald.
Contained By:	Masters Abstracts International47-06.
Subject:	Health Sciences, Education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=1467465
ISBN:	9781109290363

Examining prerequisite skills for learning through video modeling.
Robinson, Meghan.

Examining prerequisite skills for learning through video modeling. - 35 p.

Advisers: Bill Ahearn; Rebecca MacDonald.

Thesis (M.S.)--Northeastern University, 2009.

In the following study 12 preschool students diagnosed with an autism spectrum disorder were assessed for 10 potential pre-requisite skills for video modeling performance. The purpose of the study was determined which skills were necessary for children to learn though video modeling. In the first Experiment it was found that 8 of the 12 students demonstrated mastery of all assessed skills including video modeling. The four students who did not demonstrate learning through video modeling, also did not demonstrate successive discrimination skills. Experiment 2 tested to see if teaching these skills (i.e. delayed imitation, delayed matching), would produce learning through video modeling. Participants with average video modeling scores of 50% or higher showed improved learning through video modeling after mastering delayed matching, while students scoring 25% or less on video modeling assessments, were considered to have no change in video modeling performance. The results suggested that delayed matching and delayed imitation may be prerequisite skills for learning through video modeling, and that training successive discriminations to students with video modeling scores of 50% or higher will improve learning through video modeling performance. Future research is warranted on the role of successive discriminations on learning through video modeling, as well as the overall academic and social development of children diagnosed with developmental disabilities.

ISBN: 9781109290363Subjects--Topical Terms:

1017921
Health Sciences, Education.

Examining prerequisite skills for learning through video modeling.
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020 $a 9781109290363
035 $a (UMI)AAI1467465
035 $a AAI1467465
040 $a UMI $c UMI
100 1 $a Robinson, Meghan. $3 1019393
245 1 0 $a Examining prerequisite skills for learning through video modeling.
300 $a 35 p.
500 $a Advisers: Bill Ahearn; Rebecca MacDonald.
500 $a Source: Masters Abstracts International, Volume: 47-06, page: 3496.
502 $a Thesis (M.S.)--Northeastern University, 2009.
520 $a In the following study 12 preschool students diagnosed with an autism spectrum disorder were assessed for 10 potential pre-requisite skills for video modeling performance. The purpose of the study was determined which skills were necessary for children to learn though video modeling. In the first Experiment it was found that 8 of the 12 students demonstrated mastery of all assessed skills including video modeling. The four students who did not demonstrate learning through video modeling, also did not demonstrate successive discrimination skills. Experiment 2 tested to see if teaching these skills (i.e. delayed imitation, delayed matching), would produce learning through video modeling. Participants with average video modeling scores of 50% or higher showed improved learning through video modeling after mastering delayed matching, while students scoring 25% or less on video modeling assessments, were considered to have no change in video modeling performance. The results suggested that delayed matching and delayed imitation may be prerequisite skills for learning through video modeling, and that training successive discriminations to students with video modeling scores of 50% or higher will improve learning through video modeling performance. Future research is warranted on the role of successive discriminations on learning through video modeling, as well as the overall academic and social development of children diagnosed with developmental disabilities.
590 $a School code: 0160.
650 4 $a Health Sciences, Education. $3 1017921
650 4 $a Psychology, Cognitive. $3 1017810
650 4 $a Psychology, Developmental. $3 1017557
690 $a 0350
690 $a 0620
690 $a 0633
710 2 $a Northeastern University. $b Applied Behavior Analysis. $3 1019392
773 0 $t Masters Abstracts International $g 47-06.
790 $a 0160
790 1 0 $a Ahearn, Bill, $e advisor
790 1 0 $a Jones, Brent $e committee member
790 1 0 $a MacDonald, Rebecca, $e advisor
791 $a M.S.
792 $a 2009
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=1467465