Video Modelling and Behaviour Analysis: A Guide for Teaching Social Skills to Children with Autism

By Christos Nikopoulos; Mickey Keenan | Go to book overview

List of figures and tables
Figure 2.1An example of a data collection form46
Figure 2.2An example of a graphic display as used in single-case research designs depicting hypothetical data51
Figure 2.3An illustration of the sequence of the experimental conditions in an ABA design53
Figure 2.4An illustration of the sequence of the experimental conditions in a multiple-baseline across behaviours design55
Figure 2.5An illustration of the sequence of the experimental conditions in a changing-criterion design55
Figure 2.6An illustration of the sequence of the experimental conditions in an alternating-treatment design57
Figure 4.1Graphical presentation of the general procedure during baseline, video modelling intervention with the first toy, and generalisation probe with the second toy for all children94
Figure 4.2Latency with which Adam emitted a social initiation towards the researcher during the two kinds of baselines94
Figure 4.3Percentage of 10-second intervals of appropriate play, object engagement, disruptive and other behaviours for Adam during baseline conditions96
Figure 4.4An example of a 35-second video display in which a familiar adult, a peer, or an unfamiliar adult engaged in a simple social activity using a particular toy with the researcher96
Figure 4.5An example of a successful assessment test during Condition T1 (all toys present)97
Figure 4.6An example of a successful assessment test during Condition T1 (only one toy present)98
Figure 4.7Latency with which Adam emitted a social initiation towards the researcher during the first implementation of video modelling with all toys present99
Figure 4.8Latency with which Adam emitted a social initiation towards the researcher following the initial introduction of the video modelling condition in which only one toy was present99
Figure 4.9Percentage of 10-second intervals of appropriate play, object engagement, disruptive and other behaviours for Adam following the initial introduction of the condition in which only one toy was present101
Figure 4.10Graphical presentation of the general procedure during baseline, video modelling intervention, and generalisation across toys for all children106
Figure 4.11Latency with which Sheryl emitted a social initiation towards the researcher as well as the total time engaged in reciprocal play during baseline107
Figure 4.12An example of a 30-second video display in which a peer engaged in a simple social activity with the researcher in the presence of one particular toy each time107
Figure 4.13An example of a successful assessment test during Condition T1109
Figure 4.14Latency with which Sheryl emitted a social initiation towards the researcher as well as the total time engaged in reciprocal play during the video modelling condition109
Figure 4.15An example of a successful assessment test during Conditions T2, T3, T4, or T5110

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