Division of Speech and Hearing Sciences, The University of North Carolina at Chapel Hill, CB# 7190, Chapel Hill, NC 27599-7190, USA.
J Autism Dev Disord. 2013 Aug;43(8):1819-31. doi: 10.1007/s10803-012-1731-5.
Video modeling is a time- and cost-efficient intervention that has been proven effective for children with autism spectrum disorder (ASD); however, the comparative efficacy of this intervention has not been examined in the classroom setting. The present study examines the relative efficacy of video modeling as compared to the more widely-used strategy of in vivo modeling using an alternating treatments design with baseline and replication across four preschool-aged students with ASD. Results offer insight into the heterogeneous treatment response of students with ASD. Additional data reflecting visual attention and social validity were captured to further describe participants' learning preferences and processes, as well as educators' perceptions of the acceptability of each intervention's procedures in the classroom setting.
视频建模是一种省时、省钱的干预措施，已被证明对自闭症谱系障碍（ASD）儿童有效；然而，这种干预措施在课堂环境中的相对效果尚未得到检验。本研究使用交替治疗设计，对 4 名患有 ASD 的学龄前儿童进行了基线和重复测试，比较了视频建模与更广泛使用的活体建模策略的相对效果。研究结果深入了解了 ASD 学生治疗反应的异质性。还收集了反映视觉注意力和社会有效性的额外数据，以进一步描述参与者的学习偏好和过程，以及教育者对课堂环境中每种干预措施程序的可接受性的看法。
