Using an Animated Cartoon Hero in Video Instruction to Improve Bathroom-Related Skills of a Student with Autism Spectrum Disorder
The present study investigated the effectiveness of video hero modeling (VHM) for building four bathroom-related behaviors of an elementary-aged student with autism spectrum disorder. In the VHM intervention, the participant watched a video immediately before going to the bathroom he typically used....
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| Veröffentlicht in: | Education and training in autism and developmental disabilities 2015-09, Vol.50 (3), p.343-355 |
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| creator | Ohtake, Yoshihisa Takahashi, Ayaka Watanabe, Kentaro |
| description | The present study investigated the effectiveness of video hero modeling (VHM) for building four bathroom-related behaviors of an elementary-aged student with autism spectrum disorder. In the VHM intervention, the participant watched a video immediately before going to the bathroom he typically used. In the video, an animated face of a cartoon hero with which the participant was preoccupied and an adult who pretended he was the hero appeared in the bathroom. While the adult (whose head was not shown in the film) engaged in the target behavior, the animated cartoon hero explained that the adult was hero and showed how the student had to behave. A multiple baseline across behaviors demonstrated that VHM interventions contributed to improving the four target behaviors. However, for one target behavior, the video hero praising (VHP) intervention seemed necessary to evoke a correct response in a stable manner. |
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In the VHM intervention, the participant watched a video immediately before going to the bathroom he typically used. In the video, an animated face of a cartoon hero with which the participant was preoccupied and an adult who pretended he was the hero appeared in the bathroom. While the adult (whose head was not shown in the film) engaged in the target behavior, the animated cartoon hero explained that the adult was hero and showed how the student had to behave. A multiple baseline across behaviors demonstrated that VHM interventions contributed to improving the four target behaviors. 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However, for one target behavior, the video hero praising (VHP) intervention seemed necessary to evoke a correct response in a stable manner.</description><subject>Animated cartoons</subject><subject>Animation</subject><subject>Applied Behavior Analysis</subject><subject>Art teachers</subject><subject>Audiovisual Instruction</subject><subject>Autism</subject><subject>Autistic disorder</subject><subject>Behavior</subject><subject>Behavior Patterns</subject><subject>Buttocks</subject><subject>Cartoons</subject><subject>Daily Living Skills</subject><subject>Drying</subject><subject>Elementary School Students</subject><subject>Foreign Countries</subject><subject>Individualized Education Programs</subject><subject>Individualized Instruction</subject><subject>Instructional Effectiveness</subject><subject>Intervention</subject><subject>Japan</subject><subject>Modeling (Psychology)</subject><subject>Pervasive child development disorders</subject><subject>Pervasive Developmental Disorders</subject><subject>Shoes</subject><subject>Skill Development</subject><subject>Skills</subject><subject>Special needs students</subject><subject>Students</subject><subject>Studies</subject><subject>Teachers</subject><subject>Teaching Methods</subject><subject>Toilet Training</subject><subject>Token Economy</subject><subject>Video clips</subject><subject>Video Technology</subject><issn>2154-1647</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2015</creationdate><recordtype>article</recordtype><sourceid>7QJ</sourceid><sourceid>8G5</sourceid><sourceid>ABUWG</sourceid><sourceid>AFKRA</sourceid><sourceid>AZQEC</sourceid><sourceid>BENPR</sourceid><sourceid>CCPQU</sourceid><sourceid>DWQXO</sourceid><sourceid>GNUQQ</sourceid><sourceid>GUQSH</sourceid><sourceid>M2O</sourceid><recordid>eNpFkE1LAzEQhvegYKn-BGHA80I-NpvssdZqKwXBVq9Luju1qbtJTbKKR_-5wYrOZRjeZ975OMlGjIoip2Uhz7KLEPYkBVdKiGqUfT0FY19AW5hY0-uILUy1j85ZmKN3YCw8mxYdLGyIfmiiSUpMZX_w7h3hWsedd67PH7H76V69mq4L4LagYRWHFm2EDxN3MBmiCT2sDtgkox5uTHC-RX-enW51F_DiN4-z9e1sPZ3ny4e7xXSyzJExGXPGGdWEVpIXrBEbVlFGabprU0mlecMlI1QhKhSUVAUTQrVViVJsSFlwLPk4uzrapr3fBgyx3rvB2zSxppJIxUUlSaIujxR609QHn17iP-vZPSXJn4h_fR-i838AKxSTggr-DR4KbP0</recordid><startdate>20150901</startdate><enddate>20150901</enddate><creator>Ohtake, Yoshihisa</creator><creator>Takahashi, Ayaka</creator><creator>Watanabe, Kentaro</creator><general>The Council for Exceptional Children, Division on Autism and Developmental Disabilities</general><general>Division on Autism and Developmental Disabilities, Council for Exceptional Children</general><general>Division on Autism and Developmental Disabilities</general><scope>7SW</scope><scope>BJH</scope><scope>BNH</scope><scope>BNI</scope><scope>BNJ</scope><scope>BNO</scope><scope>ERI</scope><scope>PET</scope><scope>REK</scope><scope>WWN</scope><scope>0-V</scope><scope>3V.</scope><scope>4U-</scope><scope>7QJ</scope><scope>7X7</scope><scope>7XB</scope><scope>88B</scope><scope>8FI</scope><scope>8FJ</scope><scope>8FK</scope><scope>8G5</scope><scope>ABUWG</scope><scope>AFKRA</scope><scope>ALSLI</scope><scope>AZQEC</scope><scope>BENPR</scope><scope>CCPQU</scope><scope>CJNVE</scope><scope>DWQXO</scope><scope>FYUFA</scope><scope>GHDGH</scope><scope>GNUQQ</scope><scope>GUQSH</scope><scope>HEHIP</scope><scope>K9.</scope><scope>M0P</scope><scope>M0S</scope><scope>M2O</scope><scope>M2S</scope><scope>MBDVC</scope><scope>PQEDU</scope><scope>PQEST</scope><scope>PQQKQ</scope><scope>PQUKI</scope><scope>PRINS</scope><scope>Q9U</scope></search><sort><creationdate>20150901</creationdate><title>Using an Animated Cartoon Hero in Video Instruction to Improve Bathroom-Related Skills of a Student with Autism Spectrum Disorder</title><author>Ohtake, Yoshihisa ; 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In the VHM intervention, the participant watched a video immediately before going to the bathroom he typically used. In the video, an animated face of a cartoon hero with which the participant was preoccupied and an adult who pretended he was the hero appeared in the bathroom. While the adult (whose head was not shown in the film) engaged in the target behavior, the animated cartoon hero explained that the adult was hero and showed how the student had to behave. A multiple baseline across behaviors demonstrated that VHM interventions contributed to improving the four target behaviors. However, for one target behavior, the video hero praising (VHP) intervention seemed necessary to evoke a correct response in a stable manner.</abstract><cop>Arlington</cop><pub>The Council for Exceptional Children, Division on Autism and Developmental Disabilities</pub><tpages>13</tpages></addata></record> |
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| ispartof | Education and training in autism and developmental disabilities, 2015-09, Vol.50 (3), p.343-355 |
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| source | Applied Social Sciences Index & Abstracts (ASSIA); JSTOR Archive Collection A-Z Listing; EBSCOhost Education Source |
| subjects | Animated cartoons Animation Applied Behavior Analysis Art teachers Audiovisual Instruction Autism Autistic disorder Behavior Behavior Patterns Buttocks Cartoons Daily Living Skills Drying Elementary School Students Foreign Countries Individualized Education Programs Individualized Instruction Instructional Effectiveness Intervention Japan Modeling (Psychology) Pervasive child development disorders Pervasive Developmental Disorders Shoes Skill Development Skills Special needs students Students Studies Teachers Teaching Methods Toilet Training Token Economy Video clips Video Technology |
| title | Using an Animated Cartoon Hero in Video Instruction to Improve Bathroom-Related Skills of a Student with Autism Spectrum Disorder |
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