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Use of Video Technology to Support Persons Affected with Sensory-Movement Differences and Diversity
Published in Elizabeth B. Torres, Caroline Whyatt, Autism, 2017
Sharon Hammer, Lisa Ladson, Max McKeough, Kate McGinnity, Sam Rogers
Unlike other often-used supports, these technology-based supports seem to assist individuals affected with autism in the process of generalization.* In a formal study (Charlop-Christy et al. 2000), video modeling was shown to be more effective than in-vivo (i.e., live) modeling; the subjects that used video modeling had faster rates of acquisition of new skills than their control group that had access to live models. Further, the video modeling was more effective in promoting generalization of the newly learned skills. In the authors’ use of video technology to support affected individuals, it seems we acknowledge the processing strengths and outsmart some of the challenges that are inherent in ASDs. Because every affected person experiences the world uniquely, it is vital to collaborate to better understand and respect the individual’s experience when creating supports. As Ralph Waldo Emerson reminds us, “The secret of education lies in respecting the pupil” (Sealts 1982, 180–190).
Everyday Communication and Cognition Technologies
Published in Christopher M. Hayre, Dave J. Muller, Marcia J. Scherer, Everyday Technologies in Healthcare, 2019
Jerry K. Hoepner, Thomas W. Sather
In the realm of communication and cognition, video modelling (also known as interpersonal process recall (Youse & Coelho, 2009) or self-coaching (Ylvisaker, 2006) or simply video review). Video modelling can be used by reviewing videos of self or others. Video self-modelling (VSM) capitalizes on the tangible support of directly reviewing one’s own actions, followed by guided debriefing regarding successes and challenges. The support of video evidence is crucial, as retrospective negativity bias and memory compromise accuracy with delayed recall (Fiske, 1980; Hoepner & Turkstra, 2013; Matt, Vázquez & Campbell, 1992). Some VSM capitalizes exclusively on positive moments (what went well), so as to provide a successful model to self on how to complete an action, such as how to share information efficiently (Buggey & Ogle, 2012; Buggey, 2007). This approach is true to the original tenants of VSM (Creer & Miklich, 1970). Others use VSM more holistically, capitalizing on both successful moments and opportunities for improvement, with an emphasis on increasing those successful actions (Baker, Lang & O’Reilly, 2009; Cream et al., 2010; Lang et al., 2009; Hoepner & Olson, 2018; Hoepner, 2016; Ortiz, Burlingame, Onuegbulem, Yoshikawa & Rojas, 2012; Prater, Carter, Hitchcock & Ravneberg, 2012). The advent of smart technologies makes collecting and reviewing videos accessible and potentially immediate. VSM has been used to address social skills (Lang et al., 2009), second language acquisition (Ortiz, 2012), speech fluency (Cream et al., 2010), emotional and behavioural disorders (Baker et al., 2009), partner training (Hoepner & Olson, 2018; Magill-Evans, Harrison, Benzies, Gierl & Kimak, 2007; Meharg & Lipsker, 1992) and self-regulation (Hoepner & Olson, 2018; McGraw-Hunter, Faw & Davis, 2006). Video other-modelling may be used to meet the objective of learning from positive models when self-models are inadequate or the person reacts negatively to reviewing their own models. This approach has been examined in the context of partner training (Hoepner, Sell & Kooiman, 2015; Lock, Wilkinson, Bryan, Maxim, Edmundson, Bruce & Moir, 2001; Orange & Colton-Hudson, 1998; Wilkinson, Bryan, Lock & Sage, 2010).
Assistive Technologies for Children with Autism Spectrum Disorder
Published in Stefano Federici, Marcia J. Scherer, Assistive Technology Assessment Handbook, 2017
Chiara Pazzagli, Giovanni Fatuzzo, Simone Donnari, Valentina Canonico, Giulia Balboni, Claudia Mazzeschi
An analysis of the main studies that focused on treatments for persons with ASD using AT, which were published in the last 15 years was carried out, with priority being given to the review of papers and recent literature. Because the classification of AT differs among the reviewed studies, it was decided that this chapter should propose an overview of the literature that adopted a categorization of AT according to the type of instrument used: video modeling, mobile learning devices, robots, virtual and augmented reality, and serious games. Video Modeling is a combination of the concept of modeling and video demonstration through visual signals (Dowrick, 1991).Mobile Learning Devices are defined as all those portable gadgets, particularly smartphones and tablets, and all open-source apps that are alternative learning practices to other AT (Ismaili and Ibrahimi, 2016).Robots, in particular social robots, are autonomous agents that can act in a socially appropriate manner based on their role in an interaction with a child with ASD (Welch, Lahiri, Sarkar and Warren, 2010). There are two different kinds of robots used in interventions with children with ASD: humanoid or human-like robots, which are used to teach social skills, and nonhuman-like robots, which are mainly used for recreational purposes.Virtual Reality and Augmented Reality. The first can be defined as the use of interactive stimulations created through a device and presented to users that perceive stimulations to be similar to real life environments (Weiss, Rand, Katz, and Kizony, 2004). Augmented Reality differs as the individual continues to experience common physical reality while at the same time taking advantage of additional and/or manipulated information. The distinction between Virtual and Augmented Reality is therefore entirely artificial, as it is possible to consider them in a continuum of mediated reality (Milgram, Takemura, Utsumi, and Kishino, 1994).Serious games encompass digital games that contain educational elements (Sawyer, 2007).
Experiences of using a video-based learning model during a long-term process of movement awareness and learning – a hermeneutical study
Published in European Journal of Physiotherapy, 2021
Sofia Backåberg, David Brunt, Mikael Rask, Christina Gummesson
The intervention comprised three individual sessions at the university (Figure 1), with a longer interval between the second and third session to allow time for practice and reflection during a clinical placement period. In each session, the participating students performed lifting and weight transferring activities that were recorded on video. An experienced and trained physiotherapist asked open and reflective questions related to what the students did and what was seen in their video recordings. The intention was to facilitate the students’ reflection on their movement in their own words while watching the video recordings of one self. The students were thus enabled to perform and watch their movements several times [13]. Three movements were performed each session, selected as being ordinary, basic and easy to instruct; starting to walk from a sitting position, climbing up and down a low step and lifting a box from a chair to a table. The students’ own video recordings were compared and video modelling was used to provide the students with an example of the movement to compare with at the end of the training session. Each student selected video recordings to keep for home practice and were invited to write diary notes during these four months.
Effects of point-of-view video modeling for Korean adolescents with autism to improve their on-task behavior and independent task performance during vegetable gardening
Published in International Journal of Developmental Disabilities, 2018
Video modeling has been reported to be an effective intervention technique that uses the procedure of modeling a targeted behavior or skill via visually simulated instructions so that a person can view and imitate the modeled behavior (Hochhauser et al.2015). It can be an effective means of teaching various categories of targeted responses including some vocational skills to individuals with ASD (Ganz et al.2011). Among video modeling types, ‘point-of-view video modeling (POV)’ on concretely modeled behavior for the target response has an advantage over the typical, or scene view, video model (Lee 2015). In the strategy, the camera angle of the video is presented at the participant’s eye level and shows only what the very person might see within the context of the targeted activity, skill, or context (Tetreault and Lerman 2010). This may be a potential advantage for individuals with ASD by providing stimulus directly related to the targeted behavior and eliminating the necessity of identifying optimal characteristics of the model (Hine and Wolery 2006).
Video-enabled cue-exposure-based intervention improves postdischarge drinking outcomes among alcohol-dependent men: A prospective study at a government addiction treatment setting in India
Published in Journal of Ethnicity in Substance Abuse, 2018
Prasanthi Nattala, Pratima Murthy, Kit Sang Leung, Sreevani Rentala, Jayashree Ramakrishna
The present study is a preliminary attempt from India involving the development of a video-enabled intervention that packaged several common alcohol use cues into one module and modeled some broad principles in dealing with each of these cues. The effectiveness of this intervention was evaluated using postdischarge outcomes, which is another noteworthy feature, given the minimal longitudinal studies available in this arena. The study adopted the use of low-cost and relatively easily accessible technology (viz, video) to develop and deliver the intervention, keeping in mind the sociocultural context and local needs. Furthermore, in resource-constrained settings in the developing world, using video modeling helps to circumvent the inconvenience caused by the potential unavailability of motivated volunteers to enact the scenarios every time therapy sessions are conducted. Video-based interventions can thus be an important consideration for future interventions for alcohol users in the country. Such interventions can also be supplied as DVD so that the intervention can continue to be reinforced at home following discharge. A television and DVD player are the only prerequisites to watch a video, and these are economical and accessible to this population. In conclusion, the study provides preliminary empirical evidence for the use of video-/technology-based interventions as educational tools in a different culture, in the long-term management of alcohol dependence.