使用视频建模来教导神经典型的青少年与ASD同龄人进行社交互动
Mari C MacFarland1,2, Joshua B Plavnick3, Kailie J Kipfmiller3,4
1Department of Counseling, Educational Psychology, and Special Education, Michigan State University, East Lansing, MI, 48824, USA. mari.macfarland@parclifenow.com.
Journal of autism and developmental disorders
|April 3, 2024
概括
视频建模培训 (VMT) 有效地教导神经类型青少年使用同行介导的社交互动 (PMSI) 与自闭症儿童. 这改善了参与研究的自闭症儿童的社交技能.
科学领域:
- 行为心理学 行为心理学
- 发展心理学是发展心理学.
- 自闭症谱系障碍干预措施
背景情况:
- 视频建模 (VM) 是培训成年人向患有自闭症谱系障碍 (ASD) 的儿童提供基于证据的实践 (EBP) 的一种成熟方法.
- 同行介导的社交互动 (PMSI) 涉及简化行为实践,以增强社会参与.
- 在PMSI交付中培训神经型青少年的VM的有效性需要进一步调查.
研究的目的:
- 评估视频建模培训 (VMT) 对神经类型青少年实施同行介导社会互动 (PMSI) 能力的有效性.
- 评估PMSI技能对患有自闭症谱系障碍的青少年的概括性.
- 通过改善自闭症儿童的社交互动来衡量PMSI的社会有效性.
主要方法:
- 在参与者之间采用了多个探针设计.
- 五个神经类型的青少年在10步的PMSI程序中接受了VMT.
- 训练有素的青少年与成年演员一起扮演PMSI角色,并在VMT前后评估结果.
主要成果:
- 所有神经类型的青少年在VMT后立即改善了PMSI交付.
- 训练有素的青少年成功地将PMSI技能推广到四名自闭症青少年身上.
- 另外两名自闭症青少年在同龄人介导的环境中改善了社交互动.
结论:
- 视频建模培训是教导神经类型青少年实施同行介导的社交互动策略的有效方法.
- VMT促进了自闭症青少年社会互动技能的一般化.
- 通过VMT培训的同行介导的社交互动,证明了自闭症儿童的积极社会有效性.
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