Comparison of segmented video modeling and video prompting for teaching response chains
Document Type
Thesis
College
College of Arts and Sciences
Department
Psychology
Degree
M.S. Applied Behavior Analysis
Date Completed
2019
First Committee Member
MacDonald, Rebecca
Second Committee Member
Thompson, Rachel
Third Committee Member
Dickson, Chata
Abstract
"The purpose of the current study was to compared segmented video modeling (SVM) and video prompting (VP) for teaching two children with autism to build response chains. Both participants were unable to complete the 7-step task using full video modeling. They were taught to build two toy structures using SVM and two toy structures using VP. SVM involves showing successively longer segments of the full video model and providing the learner with the opportunity to engage in the task after viewing the video. VP involves showing individual clips of each step and allowing the learner to imitate each step after viewing the video. A multiple treatment reversal design was used in this study. Results indicated that both forms of video modeling were effective for teaching the participants to build toy structures. However, VP allowed for faster acquisition of the response chains across both participants. These findings support the use of alternative video-based strategies for teaching long response chains for individuals who are unable to learn using full video models."
Recommended Citation
Chen, Fannie, "Comparison of segmented video modeling and video prompting for teaching response chains" (2019). Master’s Theses - College of Arts and Sciences. 35.
https://digitalcommons.law.wne.edu/castheses/35
