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Journal of Autism and Developmental Disorders

, Volume 46, Issue 9, pp 2845–2858 | Cite as

Video Modeling and Observational Learning to Teach Gaming Access to Students with ASD

  • Amy D. Spriggs
  • David L. Gast
  • Victoria F. Knight
Original Paper

Abstract

The purpose of this study was to evaluate both video modeling and observational learning to teach age-appropriate recreation and leisure skills (i.e., accessing video games) to students with autism spectrum disorder. Effects of video modeling were evaluated via a multiple probe design across participants and criteria for mastery were based on these results. Secondary measures were collected on observational learning across participants and behaviors. Participants included 4 children with autism, ages 8–11, who were served in self-contained special education classrooms. Results indicated a functional relation between video modeling and increased independence in gaming; observational learning occurred for at least some steps across students. Results, implications for practitioners, limitations, and ideas for future research are discussed.

Keywords

Autism ASD Video modeling Observational learning Recreation and leisure skills Video games Gaming 

Notes

Acknowledgments

This manuscript was prepared from part of a doctoral dissertation completed by Amy D. Spriggs.

Author Contributions

AD conceived the study, participated in its design and implementation, analyzed the data, and drafted the manuscript; DG participated in the conceptualization of the study, its design, and confirmed the data analysis; VK participated in revising the final manuscript for critically important intellectual features and confirmed statistical analysis of the data. All authors read and approved the final manuscript.

Compliance with Ethical Standards

Conflict of interest

All authors declare that they have no conflict of interest.

Ethical Approval

All procedures performed in studies involving human participants were in accordance with the ethical standards of the institutional and/or national research committee and with the 1964 Helsinki declaration and its later amendments or comparable ethical standards. This study received IRB approval from the University prior to research being conducted. Parental consent was also obtained. Per IRB approval, participant assent was waived due to cognitive functioning level; parental consent was deemed sufficient.

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Copyright information

© Springer Science+Business Media New York 2016

Authors and Affiliations

  • Amy D. Spriggs
    • 1
    • 2
  • David L. Gast
    • 2
  • Victoria F. Knight
    • 1
    • 3
  1. 1.University of KentuckyLexingtonUSA
  2. 2.University of GeorgiaAthensUSA
  3. 3.Vanderbilt UniversityNashvilleUSA

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