English Derek L, Gounden Sadhana, Dagher Richard E, Chan Shu Fen, Furlonger Brett E, Anderson Angelika, Moore Dennis W
a Monash University , Melbourne , Victoria , Australia.
Dev Neurorehabil. 2017 Nov;20(8):511-524. doi: 10.1080/17518423.2017.1282051. Epub 2017 Feb 16.
To examine the effectiveness of a video modeling (VM) with video feedback (VFB) intervention to teach vocational gardening skills to three adults with autism spectrum disorder (ASD).
A multiple probe design across skills was used to assess the effects of the intervention on the three participants' ability to perform skills accurately.
The use of VM with VFB led to improvements across skills for two of the participants. The third participant required video prompting (VP) for successful skill acquisition. Skill performance generalized across personnel and settings for two of the participants, but it was not assessed for the third. Skill performance maintained at follow-up for all three participants. Social validity data gathered from participants, parents, and co-workers were positive.
These findings suggest that VM with VFB and VP with VFB were effective and socially acceptable interventions for teaching vocational gardening skills to young adults with ASD.
检验采用视频反馈（VFB）的视频示范（VM）干预措施对三名患有自闭症谱系障碍（ASD）的成年人教授职业园艺技能的有效性。
采用跨技能的多探针设计，以评估该干预措施对三名参与者准确执行技能能力的影响。
对两名参与者而言，采用带VFB的VM促使各项技能得到改善。第三名参与者需要视频提示（VP）才能成功习得技能。两名参与者的技能表现可推广至不同人员和场景，但未对第三名参与者进行此项评估。所有三名参与者在随访时技能表现均得以维持。从参与者、家长和同事收集的社会效度数据呈阳性。
这些研究结果表明，带VFB的VM以及带VFB的VP是向患有ASD的年轻人教授职业园艺技能的有效且社会可接受的干预措施。
