Attention to the model's face when learning from video modeling examples in adolescents with and without autism spectrum disorder

We investigated the effects of seeing the instructor's (i.e., the model's) face in video modeling examples on students' attention and their learning outcomes. Research with university students suggested that the model's face attracts students' attention away from what the model is doing, but this did not hamper learning. We aimed to investigate whether we would replicate this finding in adolescents (prevocational education) and to establish how adolescents with autism spectrum disorder, who have been found to look less at faces generally, would process video examples in which the model's face is visible. Results showed that typically developing adolescents who did see the model's face paid significantly less attention to the task area than typically developing adolescents who did not see the model's face. Adolescents with autism spectrum disorder paid less attention to the model's face and more to the task demonstration area than typically developing adolescents who saw the model's face. These differences in viewing behavior, however, did not affect learning outcomes. This study provides further evidence that seeing the model's face in video examples affects students' attention but not their learning outcomes

The Impact of Peer-Mediated Video Modeling on Social Interactions of Adolescent Males Diagnosed with Autism Spectrum Disorder

Individuals with ASD demonstrate deficits in social communication and social interaction. Video modeling (VM) has been successful in teaching new skills through short, targeted videos. Prior research in VM heavily focused on academic settings with primary age children. There is a gap in the literature on teaching social skills in natural settings to adolescents with ASD. The current research used a single- subject, multiple-baseline design to examine the impact of VM on the social behaviors of adolescent males, diagnosed with ASD, in natural social settings. The data were acquired from a developmental disability agency licensed and authorized by the Idaho Department of Health and Welfare. Data were collected during VM sessions conducted with adolescent boys diagnosed with ASD and participating in Developmental Disability Services with a licensed Disability Agency in western Idaho. These data used visual analysis, percentage of nonoverlapping data points, and effect sizes to identify significance in final outcomes. The study measured the acceptability and satisfaction of the intervention of providers and participants through a modified version of the Behavior Intervention Rating Scale and the Children’s Intervention Rating Profile. Results revealed large effects for the adolescent participants when interacting socially in community settings. Outcomes indicated the treatment to be socially acceptable by adolescents and by habilitative intervention professionals

How to Use the Advantages of AR and VR Technique to Integrate Special Visual Training Strategies in Non-Verbal Communication Skills Training for Children with Autism

Social communication is the basis of human interaction, as people transmit messages, their emotions, and some symbolic social content through oral or non-verbal communication. However, it is difficult for most children with autism to master, or understand, these non-verbal social communication skills. In recent years, Augmented Reality (AR) and Virtual Reality (VR) technology (A/VR technology) have been widely used in the social training of children with autism. This technology creates many learning states that are difficult to achieve in the traditional social training of autism, and they are mainly achieved through the sensory advantages of A/VR technology in the visual presentation and simulation of surreal state situations. This technology can provide more attractive interactive games and play strategies to help autistic children learn social reciprocity skills. Therefore, this paper discusses how A/VR technology can be used to construct a surreal visual training strategy in the non-verbal social training of autistic children and, by using different teaching strategies and visual training applications, to help them to improve their mastery of non-verbal social communication. Based on the findings, future researchers are offered some suggestions and references for the application of A/VR technology in the social training of autism

Creating Sanctuary Schools for Students Diagnosed with Autism Spectrum Disorder

The purpose of this project is to develop a Guidebook for school systems on how to help students diagnosed with Autism Spectrum Disorder (ASD) feel most safe when they are integrated into and participate in classrooms providing general education. The Sanctuary Model provides a framework that can be applied to school communities to address the unique needs of students diagnosed with autism. As a framework, it can provide these communities with a blueprint of how to encourage participation from students with autism so they too can benefit from learning how to identify not only their feelings but the feelings of others, addressing their unique experiences, explore holistic and effective ways to cope, and build trusting relationships within the classroom

Examining the Effectiveness of Using Video Modeling on Increasing Positive Social Interaction in Academic Settings in Students with Learning Disabilities in Saudi Arabia

Video Modeling (VM) is a widely used intervention strategy to promote academic learning and positive social interactions in children with disabilities by watching a video clip modeled by a peer (peers) demonstrating the desired behavior. Limited research has been conducted on this topic to examine VM’s effectiveness on promoting positive social interactions in academic settings involving children with learning disabilities (LD). This study employed a single subject research design, specifically, a multiple baseline across participant design, to fill the void in the literature. The researcher invited three elementary students between 4th to 6th grade who met the inclusion criteria to participate in this study. The results of the study showed that VM is effective in promoting positive social interaction in academic settings in individuals with LD, in the context of Saudi Arabia

Designing an Expressive Writing Unit for Students with ASD in Mind: The Synthesis of Social-emotional Learning and Writing Strategy Instruction

In general education classrooms across the United States, students with Autism spectrum disorder (ASD) learn how to write and cultivate their writing skills. Teachers of students with ASD have the unique responsibility of carrying out effective instruction to all students. However, the growing body of research around evidence-based practices and approaches for students with ASD is limited. Two effective practices that have shown positive statistical significance for students with ASD are the self-regulated strategy development model (SRSD) and the social-emotional learning (SEL) framework. General education instruction faces a research-practice gap because of the widespread lack of strategy instruction and lack of evidence-based practices implemented in the classroom. The purpose was to design an integrated strategy instruction tool with an SEL framework, to provide potentially more feasible and equitable writing instruction for elementary students with ASD in general education classrooms. Therefore, a relationship skills themed expressive writing unit aligned with fifth grade language arts Florida State Standards was developed. Specifically, the researcher integrated the SRSD model into a five-day themed writing unit that teaches mnemonic writing strategies. The writing unit utilizes high-quality, SEL themed children\u27s literature, cooperative learning practices, writing stations, and many formative assessment opportunities. In the future, the researcher\u27s next step is to implement the writing unit in a general education classroom with a substantial ASD population to examine its efficacy and effectiveness. Hopefully, the feasibility of this innovative writing unit will decrease the research-practice gap that general education teachers face

Structural Family Therapy for Autism Spectrum Disorder: A Single Case Experiment

This research study is an exploratory single case experiment which was conceptualized through the concept of change as outlined in structural family therapy (SFT). This family reported increases in their levels of cohesion, flexibility, and satisfaction with their relationships. The family reported decreases in the levels of disengagement, rigidity, chaos, and communication. Lastly, levels of anxiety increased over time and were generally rated divergently by parents and the child with autism spectrum disorder. Given the outcome of the study, SFT shows promise in being an appropriate clinical model in providing family-based therapy for families who have a child(ren) with autism spectrum disorder

Family-Based Support as Social Determinants of Health Protective Factor on Depression of Parents of Children with Autism Spectrum Disorder

All parents experience challenges in their caregiving roles (Barańczuk & Pisula, 2020). However, parents raising a child/children with disabilities experience different social barriers (Oliver, 1996) that may also contribute to additional stressors in their caregiving role (Tomeny, 2016). Although these parents, on average, have reported greater symptoms of depression than parents of typically developing children, research shows that parents who reported receiving social support had lower symptoms of depression and stress (Das et al., 2017; Singh et al., 2017). Through the social determinants of health (SDOH) framework (ODPHP, 2022), the present study investigated informal/family-based support and its protective impact on depression reported by parents of children with autism spectrum disorder (ASD). The study used existing data (N = 199) for a non-experimental, multivariate, cross-sectional design that utilized a convenience sampling approach. On average, participants self-identified as a biological parent, female, White, Non-Hispanic, college educated, and married. I used factor analyses to examine the psychometric properties of the Family Adjustment Measure family-based support subscale (FAM; Daire et al., 2014) and the Multidimensional Scale of Perceived Social Support (MSPSS; Zimet et al., 1988), including family, friend, and significant other support as manifest variables for informal/family-based support. I then used a structural equation model (SEM) to examine the association between informal/family-based support with depression (Patient Health Questionnaire-8; Kroenke et al., 2009) to conceptualize social determinants of health-protective factor (SDHPF) as a latent variable that predicts depression. Finally, in moderation analyses, I examined how a parent’s income and a child\u27s symptom severity influenced the strength of the association between SDHPF and depression. Findings showed a single-factor structure, good model fit, and internal reliability for the FAM and MSPSS. Informal/family-based support significantly predicted the presence of depression in parents of children with ASD, whereas higher informal and family-based support predicted lower depression. Income and CSS did not significantly moderate the relationship between informal/family-based support and depression. Results of the present study inform implications for counselor educators, practicing counselors, policy, and research that may help enhance the lives of families that include a child with ASD