Master of Arts (MA)
As we move further and further into the digital age, interventions that make use of advances in technology will become increasingly relevant. One example of the application of technology is Video Based Interventions (VBI). VBIs include interventions that utilize pre-recorded video footage to assist acquisition of functional life skills, social and play skills, and adaptive behaviors, among others (Rayner, Denholm, & Sigafoos, 2009). Due to the breadth of the term, there are many different types of VBIs that have been examined in research and practice. This study examined one type of VBI, video prompting, and its effectiveness when combined with backward chaining. Prior research suggested that both VBIs (Bellini & Akullian, 2007; Rayner et al., 2009), backward chaining (Batra & Batra, 2005; Walls & Zane, 1981), and their combination (Moore, Anderson, Deppeler, & Furlonger, 2013), are effective intervention methods for skill acquisition. Using a single-subject multiple baseline design, this experiment expands the current literature by examining backward chaining and a VBI for the acquisition of the shoe tying behavior in children with Autism Spectrum Disorder. The results obtained from this study support prior research that VBIs are effective and their effectiveness is influenced by a number of factors. We also found that majority of the participants were able to retain their newly acquired behaviors one week after achieving mastery.
Document Availability at the Time of Submission
Release the entire work immediately for access worldwide.
Richard, Philip Ross, "Video Based Intervention and Backward Chaining: Teaching Children with Autism" (2017). LSU Master's Theses. 4413.