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Social review as a tool for developing social skills : Using contrasting cases

Olander, Mona Holmqvist LU orcid and Burman, Helen (2013) In SAGE Open 3(2). p.1-8
Abstract

The aim of this study is to, based on a theory of learning, compare in what ways two different cases of the use of self-monitoring videotapes for developing social skills in adolescents with autism spectrum disorder (ASD) facilitates social behavior studied with a micro-level approach. Two verbal 15-year-old male students with ASD and cognitive disabilities were filmed for 20 min in three different situations. Student A (Adam) was shown contrasting videotaped examples of his desired/undesired behaviors and questioned about his perceptions. Based on variation theory, the conjecture to use contrasts to enhance learning has been implemented. Student B (Bill) was videotaped in three different situations on three different occasions, and his... (More)

The aim of this study is to, based on a theory of learning, compare in what ways two different cases of the use of self-monitoring videotapes for developing social skills in adolescents with autism spectrum disorder (ASD) facilitates social behavior studied with a micro-level approach. Two verbal 15-year-old male students with ASD and cognitive disabilities were filmed for 20 min in three different situations. Student A (Adam) was shown contrasting videotaped examples of his desired/undesired behaviors and questioned about his perceptions. Based on variation theory, the conjecture to use contrasts to enhance learning has been implemented. Student B (Bill) was videotaped in three different situations on three different occasions, and his behavior was analyzed before and after the intervention by counting incidents of deviant behavior in all nine videos. Both participants expressed increased awareness of their behavior and were able to sustain change, and Bill decreased deviant behavior in one of the focused situations (practical instruction) from 37 to 3 incidents after 6 months.

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author
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publishing date
type
Contribution to journal
publication status
published
subject
keywords
Behavioral sciences, Communication, Communication studies, Education, Educational measurement and assessment, Human communication, Interpersonal communication, Learning disabilities, Nonverbal, Social sciences, Special education
in
SAGE Open
volume
3
issue
2
pages
8 pages
publisher
SAGE Publications
external identifiers
  • scopus:84883230304
ISSN
2158-2440
DOI
10.1177/2158244013494385
language
English
LU publication?
no
additional info
Funding Information: We would like to thank the anonymous reviewers for their very valuable comments on the manuscript, which indeed made the text much better than it initially was. We would also like to thank the participating students and their teachers, the research team lead at Kristianstad University, and the support from University of Gothenburg, Sweden. Funding Information: The author(s) disclosed receipt of the following financial support for the research and/or authorship of this article: This research was funded by Länsförsäkringar Research Foundation, Sweden, whose support we have most appreciated.
id
95be0a3a-85aa-4d61-a841-90933ae5a741
date added to LUP
2023-09-05 14:07:36
date last changed
2023-09-09 03:12:29
@article{95be0a3a-85aa-4d61-a841-90933ae5a741,
  abstract     = {{<p>The aim of this study is to, based on a theory of learning, compare in what ways two different cases of the use of self-monitoring videotapes for developing social skills in adolescents with autism spectrum disorder (ASD) facilitates social behavior studied with a micro-level approach. Two verbal 15-year-old male students with ASD and cognitive disabilities were filmed for 20 min in three different situations. Student A (Adam) was shown contrasting videotaped examples of his desired/undesired behaviors and questioned about his perceptions. Based on variation theory, the conjecture to use contrasts to enhance learning has been implemented. Student B (Bill) was videotaped in three different situations on three different occasions, and his behavior was analyzed before and after the intervention by counting incidents of deviant behavior in all nine videos. Both participants expressed increased awareness of their behavior and were able to sustain change, and Bill decreased deviant behavior in one of the focused situations (practical instruction) from 37 to 3 incidents after 6 months.</p>}},
  author       = {{Olander, Mona Holmqvist and Burman, Helen}},
  issn         = {{2158-2440}},
  keywords     = {{Behavioral sciences; Communication; Communication studies; Education; Educational measurement and assessment; Human communication; Interpersonal communication; Learning disabilities; Nonverbal; Social sciences; Special education}},
  language     = {{eng}},
  month        = {{04}},
  number       = {{2}},
  pages        = {{1--8}},
  publisher    = {{SAGE Publications}},
  series       = {{SAGE Open}},
  title        = {{Social review as a tool for developing social skills : Using contrasting cases}},
  url          = {{http://dx.doi.org/10.1177/2158244013494385}},
  doi          = {{10.1177/2158244013494385}},
  volume       = {{3}},
  year         = {{2013}},
}