Instruction and Curriculum Leadership, The University ofMemphis, Memphis, Tennessee, 38152-3570, USA.
Assist Technol. 2013 Summer;25(2):63-71. doi: 10.1080/10400435.2012.712604.
Given the recent interest in the use of video self-modeling (VSM) to provide instruction within iPod apps and other pieces of handheld mobile assistive technologies, investigating appropriate prerequisite skills for effective use of this intervention is particularly timely and relevant. To provide additional information regarding the efficacy of VSM for students with autism and to provide insights into any possible prerequisite skills students may require for such efficacy, the authors investigated the use of VSM in increasing the instances of effective initiations of interpersonal greetings for three students with autism that exhibited different pre-intervention abilities. Results showed that only one of the three participants showed an increase in self-initiated greetings following the viewing of videos edited to show each participant self-modeling a greeting when entering his or her classroom. Due to the differences in initial skill sets between the three children, this finding supports anecdotally observed student prerequisite abilities mentioned in previous studies that may be required to effectively utilize video based teaching methods.
鉴于最近人们对在 iPod 应用程序和其他手持式移动辅助技术中使用视频自我建模 (VSM) 提供指导的兴趣，调查有效使用这种干预措施的适当先决技能是特别及时和相关的。为了提供有关 VSM 对自闭症学生的疗效的更多信息，并深入了解学生可能需要的任何可能的先决技能，作者研究了 VSM 在增加三个自闭症学生进行有效人际问候的实例中的使用情况，这些学生在干预前表现出不同的能力。结果表明，只有三名参与者中的一名在观看编辑后的视频后增加了自我发起的问候，这些视频显示每个参与者在进入教室时自我模仿问候。由于三个孩子的初始技能水平不同，这一发现支持了先前研究中观察到的学生先决能力的传闻，这些能力可能是有效利用基于视频的教学方法所必需的。
