Volume: 28.2013
Year: 2

Directions:

1. Select articles from one of the following issues:
Year 2014 Volume 29 Number 3
Year 2014 Volume 29 Number 2
Year 2014 Volume 29 Number 1
Year 2013 Volume 28 Number 3
Year 2013 Volume 28 Number 2
Year 2013 Volume 28 Number 1
Year 2012 Volume 27 Number 3
Year 2012 Volume 27 Number 2
Year 2012 Volume 27 Number 1
Year 2011 Volume 26 Number 3
Year 2011 Volume 26 Number 2
Year 2011 Volume 26 Number 1
Year 2010 Volume 25 Number 3
Year 2010 Volume 25 Number 2
Year 2010 Volume 25 Number 1
Year 2009 Volume 24 Number 3
Year 2009 Volume 24 Number 2
Year 2009 Volume 24 Number 1
Year 2008 Volume 23 Number 4
Year 2008 Volume 23 Number 3
Year 2008 Volume 23 Number 2
Year 2008 Volume 23 Number 1
Year 2007 Volume 22 Number 3
Year 2007 Volume 22 Number 2
Year 2007 Volume 22 Number 1
Year 2006 Volume 21 Number 3
Year 2006 Volume 21 Number 2
Year 2006 Volume 21 Number 1
Year 2005 Volume 20 Number 2
Year 2005 Volume 20 Number 1
Year 2004 Volume 19 Number 2
Year 2004 Volume 19 Number 1
Year 2003 Volume 18 Number 2
Year 2003 Volume 18 Number 1
Year 2002 Volume 17 Number 2
Year 2002 Volume 17 Number 1
Year 2001 Volume 16 Number 2
Year 2001 Volume 16 Number 1
Year 2 Volume 28 Number 2013

2. Click on [more] at the end of the abstract of the article you wish to read

Title Year Vol. No. Size
THE EFFECTS OF VIDEO SELF-MODELING ON CHILDREN WITH AUTISM SPECTRUM DISORDER 2 28 2013 183 KB
Casey Schmidt
Jennifer Bonds-Raacke

Fort Hays State University

Video self-modeling (VSM) is a type of intervention that has been developed to assist students in viewing themselves successfully in a wide variety of domains. The present study was designed to analyze the effects of VSM on children with autism spectrum disorder in an academic setting, with specific focus on improving on-task behavior and appropriate transitions. Participants were two children who were enrolled within the functional interrelated classroom and diagnosed with autism spectrum disorder. Using an alternating treatment design over a 20 day time period, participants received 10 days of VSM and 10 control days in a random order. Results indicated that for the first child on-task behavior significantly increased on VSM days compared to control days and maintenance was established by the increasing of on-task behavior during the weeks of implementation. For the second child, appropriate transitions significantly increased on VSM days compared to control days but maintenance was not established. Additionally, teachers’ ratings of participants’ behavior improved from a pre-test given before the intervention to the post-test conducted at the conclusion. Practical suggestions for implementing VSM are provided, in addition to suggestions for future research.... [more]