このエントリーをはてなブックマークに追加
ID 54228
FullText URL
Author
Ohtake, Yoshihisa Kaken ID researchmap
Abstract
The present study investigated the impact of a component of video hero modeling (VHM) on the object counting score of an elementary-aged student with autism spectrum disorder (Futoshi). In the VHM, the student’s special interest (Transformer®) exhibited the correct way of counting. The VHM was added to a modified video self-modeling intervention (MVSM), which was provided continuously throughout intervention sessions or withdrawn from the package of MVSM and VHM (MVSM+VHM). An ABCBCB design, with MVSM+VHM in the B phase and MVSM in the C phase, revealed that Futoshi’s object counting score improved every time the component of VHM was added whereas it decreased every time the component was withdrawn. In some MVSM+VHM sessions, the student exhibited verbal or nonverbal behaviors, confirming that he kept the hero’s performance in mind during object counting. MVSM alone was not effective in improving the student’s performance.
Keywords
video hero modeling
autism spectrum disorder
academic skills
Published Date
2016-02-25
Publication Title
岡山大学大学院教育学研究科研究集録
Publication Title Alternative
Bulletin of Graduate School of Education, Okayama University
Volume
volume161
Publisher
岡山大学大学院教育学研究科
Publisher Alternative
Graduate School of Education, Okayama University
Start Page
17
End Page
23
ISSN
1883-2423
NCID
AA12338258
Content Type
Departmental Bulletin Paper
language
英語
File Version
publisher
Refereed
False
Eprints Journal Name
bgeou