19737
Social-Emotional Development for Adolescents with Autism through Video Modeling
Little research exists for a rapidly growing population of adolescents with autism spectrum disorders (ASD), especially in areas related to successful development and navigation of social-emotional aptitude, however, this is a critical component to adolescent success. Impairment in social-emotional development, skill acquisition and generalization put teenagers and young adults at risk for exclusion from their community as they age out of schools and other programs.
Objectives:
By conducting a systematic review of individual’s behavior, tone of voice, and social interactions, video modeling can provide an effective intervention to increasing social-emotional development. Additional strategies such as 5-point scales, choice charts, Mindful breathing, and family collaboration supplement the success of video modeling.
The purpose of this study is to:
- Identify practical strategies for teaching adolescents with ASD to self-monitor their own social-emotional success through 5-point scales, choice charts, Mindful breathing, and family collaboration.
2. Assess the effectiveness of video modeling and video feedback when teaching an adolescent with moderate-severe ASD to self-monitor.
The presentation will describe the implementation of strategies for teaching self-monitoring, additional support strategies utilized, as well as assess the effectiveness of video modeling and video feedback through parent, staff and adolescent surveys.
Participants will leave the session with an overview of the study, practical knowledge of implementation in multiple settings, data on the effectiveness, and tools to implement video modeling effectively.
Methods:
Sample Size:
- 6 students (5 male, 1 female)
- Ages 13-16
- Moderate to severe diagnosis of ASD
Exposure:
- 10 months
Assessment:
- Pre and post Vineland parent surveys
- Survey of teachers/therapists
- Student satisfaction survey
- Video comparisons
Results:
The study indicates successful growth and acquisition in social-emotional self-monitoring based on self-review and teaching strategies through video modeling. Data also indicates decreased self-stimulatory behavior and aggressive behaviors after strategies were implemented. Results showed higher rates of success when family participation was occurred in the home setting. The data from the study also indicates satisfaction as reported by teachers/therapists, families and participants.
Conclusions:
Teaching practical strategies through the use of video modeling is an effective practice to develop social-emotional skills in adolescents with a moderate to severe diagnosis of Autism.
Adolescents increase their ability to cope, process, and problem solve. They decrease self-stimulatory and aggressive behaviors. Family and teacher/therapist reports indicate progress, and lower stress in most cases. These skills are generalized to multiple environments, and therefore effectively increase the adolescent’s ability to successfully interact with her/his community.