Evaluation of the Effectiveness of Video-Modeling for Teaching Articulation in Verbal Children With Autism Spectrum Disorder

Dimitra Chaldi
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Abstract

Verbal children with autism often present communication difficulties such as articulation disorders. As a result they are not able to communicate effectively and sometimes their attempts to communicate may take the form of challenging behaviors. Previous studies have demonstrated the efficacy of video-modeling in increasing the communication skills in verbal children with autism. Moreover other studies have shown that video-modeling, as a treatment package, can maintain strength and generalize all the newly learned skills. In this study, we will extend the use of video-modeling across 3 verbal children who have been diagnosed with autism and simultaneously exhibit articulation disorders in phoneme /r/ in three different positions within words. We will implement multiple baseline design across behaviors (i.e., target phoneme at the beginning, middle, and end of the words). The effectiveness will be evaluated by focusing on pre to follow-up changes of our participants’ articulation.
视频建模在自闭症谱系障碍儿童发音教学中的效果评价
患有语言障碍的自闭症儿童通常表现为沟通困难,如发音障碍。因此,他们不能有效地沟通,有时他们的沟通尝试可能会采取具有挑战性的行为形式。以前的研究已经证明了视频建模在提高自闭症儿童的沟通技巧方面的功效。此外,其他研究表明,视频建模作为一种治疗方案,可以保持强度并推广所有新学习的技能。在这项研究中,我们将把视频建模的应用扩展到3个被诊断为自闭症的会说话的孩子身上,他们同时在单词的三个不同位置表现出音素/r/的发音障碍。我们将跨行为实现多个基线设计(即,在单词的开头、中间和结尾设置目标音素)。我们将通过关注参与者在前后的发音变化来评估有效性。
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