DOI

10.17077/etd.ypc2-o30p

Document Type

Dissertation

Date of Degree

Fall 2018

Degree Name

PhD (Doctor of Philosophy)

Degree In

Teaching and Learning

First Advisor

Datchuk, Shawn

First Committee Member

Groves, Suzanne Woods

Second Committee Member

Ehly, Stewart

Third Committee Member

Foley-Nicpon, Megan

Fourth Committee Member

Carson, Rori

Abstract

Difficulty with many aspects of social interactions is a defining characteristic of Autism Spectrum Disorder (ASD). Video modeling (VM) has successfully improved a range of social skills for individuals with ASD in previous studies, but most often with simple social skills with young children. The current study used VMs scripted and recorded by peers to improve complex conversation and social gestures by a young adult with ASD. A multiple-probe, across-behaviors design found mixed evidence of experimental control of VM on the social behaviors of the individual with ASD, although all behaviors increased from baseline and generalized to other settings and conversants. Peer comparison data from the conversation partner suggest that the VM may have served to prompt the peer to guide and extend conversation as modeled in the VMs and that the conversation skills of the peer also improved throughout the study. Implications of the important role peers may play to enhance VM and improve social skills are explored.

Keywords

Adolescence, Austism, Conversation, Peer Mediation, Video Modeling

Pages

x, 128 pages

Bibliography

Includes bibliographical references (pages 112-128).

Copyright

Copyright © 2018 Rebecca Marie Hawbaker

Share

COinS