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Teaching students with autism to tie a shoelace knot using video prompting and backward chaining
Citation
Rayner, C, Teaching students with autism to tie a shoelace knot using video prompting and backward chaining, Developmental Neurorehabilitation, 14, (6) pp. 339-347. ISSN 1751-8423 (2011) [Refereed Article]
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Copyright Statement
Copyright 2011 Informa Healthcare
DOI: doi:10.3109/17518423.2011.606508
Abstract
Purpose: To evaluate the effects of video prompting and backward chaining for teaching students with autism to tie a shoelace knot.
Method: Videos featuring an adult and a peer or sibling model were used as part of the video prompting procedures to teach three boys with autism to tie a shoelace knot. A backward chaining procedure involving live modelling and verbal instruction was introduced following the video prompting phases.
Results: Although the video prompting interventions increased the number of steps in the shoelace tying task completed by each of the participants, the backward chaining procedure was more effective, enabling one participant to reach mastery and a second participant to approach mastery.
Conclusion: Practitioners should consider the pre-requisite skills of the participants and the nature of the target behaviour when selecting an intervention to teach daily living skills to individuals with autism.
Item Details
Item Type: | Refereed Article |
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Keywords: | autism, daily living skills, video, backward chaining, sibling model, peer model |
Research Division: | Education |
Research Group: | Specialist studies in education |
Research Field: | Special education and disability |
Objective Division: | Education and Training |
Objective Group: | Teaching and curriculum |
Objective Field: | Teaching and instruction technologies |
UTAS Author: | Rayner, C (Dr Christopher Rayner) |
ID Code: | 75549 |
Year Published: | 2011 |
Web of Science® Times Cited: | 30 |
Deposited By: | Education |
Deposited On: | 2012-02-02 |
Last Modified: | 2017-11-10 |
Downloads: | 42 View Download Statistics |
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