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Comparing Video Modeling and Picture-Based Interventions for Teaching Emotions in Context to Children with Autism Spectrum Disorder

Abstract

The purpose of the present study was to investigate the differential effects of video modeling (VM) and picture-based interventions (PI) for teaching children with ASD to recognize emotions in context. The study used an adapted alternating treatments design. One girl and three boys in China, 4.5-5 years old with autism spectrum disorder, participated. Both methods were effective, but three of the four children demonstrated a higher percentage of accurate responses with VM than with PI. All children required less time overall and less time per trial to reach criterion with PI than VM. They required fewer trials to reach criterion with VM, but VM trials were longer. All children displayed longer on-task behavior with VM than with PI. Overall, the two methods can be considered comparable in efficiency, with the choice of one rather than the other depending on learners’ and instructors’ needs, preferences, and contexts.

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Funding

This research was funded by The National Social Science Foundation of China (19XSH020, PI: Sheng Xu) and Chongqing Natural Science Foundation (cstc2019jcyj-msxmX0538, PI: Sheng Xu).

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Correspondence to Sheng Xu.

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None of the authors involved in this study have any interests that might be interpreted as influencing the research.

Ethical Approval

All procedures involving human participants in this study were in accordance with the ethical standards of institutional and/or national research committees and with the 1964 Helsinki declaration and its later amendments or comparable ethical standards.

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Informed consent was obtained from the parents of the children who participated in the study.

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We have no known conflict of interest to disclose.

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Supplementary Material 1

Appendix A: The Social Validity Questionnaire for Parents

Appendix A: The Social Validity Questionnaire for Parents

1: Strongly disagree; 2: disagree; 3: neutral/no opinion; 4: agree, 5: strongly agree.

  Item\Rating 1 2 3 4 5
Acceptability
1 The content is adequate      
2 The content is developmentally appropriate      
3 The instruction is important      
4 The 1:1 teaching format is adequate      
5 Using pictures in instruction is appropriate      
6 Using videos in instruction is appropriate      
Feasibility
7 The frequency the sessions was arranged properly      
8 The location was adequate      
9 The intervention setting was adequate      
10 The duration of each session was adequate      
Satisfaction
11 I am satisfied with my child’s overall progress      
12 My child liked to come for the instruction      
13 I would recommend the intervention to other parents      
  1. 14. Please share your comments/experiences about the intervention, or do you have any suggestions to improve the instruction?

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Lee, G.T., Li, H. & Xu, S. Comparing Video Modeling and Picture-Based Interventions for Teaching Emotions in Context to Children with Autism Spectrum Disorder. J Dev Phys Disabil (2022). https://doi.org/10.1007/s10882-022-09849-6

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  • DOI: https://doi.org/10.1007/s10882-022-09849-6

Keywords

  • Autism spectrum disorder
  • China
  • Emotions in context
  • Picture-based intervention
  • Video modeling