Using a Video Activity Schedule to Teach Cooperative Games to Autistic Children in a Camp Setting
Saved in:
| Title: | Using a Video Activity Schedule to Teach Cooperative Games to Autistic Children in a Camp Setting |
|---|---|
| Language: | English |
| Authors: | Marie Kirkpatrick (ORCID |
| Source: | Journal of Developmental and Physical Disabilities. 2024 36(6):1019-1037. |
| Availability: | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Peer Reviewed: | Y |
| Page Count: | 19 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Autism Spectrum Disorders, Video Technology, Educational Games, Visual Aids, Time Management, Play, Children, Day Camp Programs, Summer Programs, Cooperation, Skill Development |
| DOI: | 10.1007/s10882-024-09966-4 |
| ISSN: | 1056-263X 1573-3580 |
| Abstract: | Video activity schedules are a combination of video modeling and activity schedules that teach a singular task or a series of tasks to be completed. Instead of a sequence of pictures, videos demonstrate to the learner what is expected to be done. Research has focused heavily on using video activity schedules to teach daily living or vocational skills; however, there is a lack of research on using video activity schedules to teach play skills. In this study, a non-concurrent multiple baseline design across participants was used to evaluate the effect of a video activity schedule to teach four dyads of autistic children how to play cooperative games during a summer day camp. Results indicate that all participants learned how to play the game, including during generalization and maintenance probes. A limitation within the study was a lack of data collected for social communication and social validity. Future research should collect social communication data and/or other measures like indices of happiness (e.g., smiling, laughing, etc.). |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1447945 |
| Database: | ERIC |
|
Full text is not displayed to guests.
Login for full access.
|
|
| Abstract: | Video activity schedules are a combination of video modeling and activity schedules that teach a singular task or a series of tasks to be completed. Instead of a sequence of pictures, videos demonstrate to the learner what is expected to be done. Research has focused heavily on using video activity schedules to teach daily living or vocational skills; however, there is a lack of research on using video activity schedules to teach play skills. In this study, a non-concurrent multiple baseline design across participants was used to evaluate the effect of a video activity schedule to teach four dyads of autistic children how to play cooperative games during a summer day camp. Results indicate that all participants learned how to play the game, including during generalization and maintenance probes. A limitation within the study was a lack of data collected for social communication and social validity. Future research should collect social communication data and/or other measures like indices of happiness (e.g., smiling, laughing, etc.). |
|---|---|
| ISSN: | 1056-263X 1573-3580 |
| DOI: | 10.1007/s10882-024-09966-4 |
