Jowett E L, Moore D W, Anderson A
Monash University, Melbourne Victoria, Australia.
Dev Neurorehabil. 2012;15(4):304-12. doi: 10.3109/17518423.2012.682168. Epub 2012 Jun 12.
To evaluate the effectiveness of a video modelling package to teach a 5 year-old boy diagnosed with an autism spectrum disorder (ASD) basic numeracy skills. The treatment package consisted of iPad-based video modelling, gradual fading of video prompts, reinforcement, in vivo prompting and forward chaining.
A single subject multiple baseline across numerals design with generalization and maintenance observational measures.
Clear gains were evident in the participant's ability to identify and write the Arabic numerals 1-7 and comprehend the quantity each numeral represents in association with the lagged intervention. Generalization and maintenance data demonstrated the robustness of the treatment effects.
IPad-based video modelling, when used in a package, can be an effective technique for teaching numeracy skills to children with an ASD. Systematic replication of this study with different participants is warranted.
评估一个视频示范程序包对一名被诊断患有自闭症谱系障碍（ASD）的5岁男孩教授基本算术技能的有效性。该治疗程序包包括基于iPad的视频示范、视频提示的逐渐消退、强化、现场提示和正向链接。
采用单一被试跨数字多基线设计，并进行泛化和维持观察测量。
参与者识别和书写阿拉伯数字1-7以及理解每个数字所代表数量的能力在滞后干预下有明显提高。泛化和维持数据证明了治疗效果的稳健性。
基于iPad的视频示范程序包如果成套使用，对于向患有ASD的儿童教授算术技能可能是一种有效的技术。有必要用不同的参与者对本研究进行系统的重复验证。
