Advisor(s)
Joseph Vedora
Contributor(s)
Karen E. Gould, Robert P. Ross
Date of Award
2009
Date Accepted
4-2009
Degree Grantor
Northeastern University
Degree Level
M.S.
Degree Name
Master of Science
Department or Academic Unit
Bouvé College of Health Sciences. Department of Counseling and Applied Educational Psychology.
Keywords
Counseling psychology, Autism, Video modeling, play skill routine
Subject Categories
People with disabilities, Behavior modification
Disciplines
Psychology
Abstract
Video modeling has been used to teach individuals with developmental disabilities and autism to complete various tasks such as play (Hine & Wolery, 2006), self-help (Shipley-Benamou, Lutzker, Taubman, 2002) leisure (Stromer, Kimball, Kinney, & Taylor, 2006) and academics (Charlop & Milstein, 1989). Research suggests video modeling may be more effective than other methods for teaching a variety of skills (Charlop-Christy, Le, & Freeman, 2000). The purpose of this paper is to compare the use of two common forms of video modeling to teach a play skill routine. Additionally, the author sought to identify pre-requisite skills associated with effective learning from video modeling procedures.
Document Type
Master's Thesis
Rights Holder
Erin Bridget Burke
Permanent URL
Recommended Citation
Burke, Erin Bridget, "Scene video modeling and point of view video modeling : a direct comparison of procedures and an investigation of possible video modeling pre-requisite skills" (2009). Counseling Psychology Master's Theses. Paper 6. http://hdl.handle.net/2047/d10018803
Click button above to open, or right-click to save.