|Topic||EU Education Programs|
|Pages||83 - 98|
|Issue||IEJEE, Volume 8, Issue 1|
|Date of acceptance||30 September 2015|
Video modeling is one of the recognized methods used in the training and teaching of children with Autism Spectrum Disorders (ASD). The model’s theoretical base stems from Albert Bandura's (1977; 1986) social learning theory in which he asserts that children can learn many skills and behaviors observationally through modeling. One can assume that by observing others, a child with ASD can construct an idea of how new behaviors are performed, and on later occasions this mentally and visually constructed information will serve as a guide for his/her way of behaving. There are two types of methods for model learning: 1) In Vivo Modeling and 2) Video Modeling. These can be used a) to teach children with ASD skills that are not yet in their behavioral repertoire and / or b) to improve the children's emerging behaviors or skills. In the case of linguistic minority children at any stage of their bilingual development, it has been presumed that some of their behaviors that can be interpreted as attitude or culture-related actions. This approach, however, can sometimes delay referral, diagnosis, and intervention. In our project, we used Video Modeling and positive targeted results with regard to teaching social communication skills and target behavior to an eleven year-old bilingual boy with ASD. Our study also reveals that through Video Modeling, children with ASD can learn desirable behavioral skills as by-products. Video Modeling can also contribute positively to the social inclusion of bilingual children with ASD in school settings. In other words, bilingual children with ASD can transfer the social communication skills and targeted behaviors they learn through second-language at school to a first-language milieu.
|Topic||EU Education Programs|
|Pages||83 - 98|
|Issue||IEJEE, Volume 8, Issue 1|
|Date of acceptance||30 September 2015|
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