Video Modeling and Social Skills Learning in ASD-HF
| Autor: | Agnese Lombardi, Maria Carla Ricci, Antonella Cavallaro, Francesca Felicia Operto, Alessandro Frolli, Antonia Bosco, Angelo Rega |
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| Rok vydání: | 2020 |
| Předmět: |
050103 clinical psychology
peer video modeling Process (engineering) media_common.quotation_subject education Article Task (project management) ASD-HF Social skills social skills medicine 0501 psychology and cognitive sciences Conversation adolescents mirror neurons Mirror neuron media_common 05 social sciences lcsh:RJ1-570 050301 education lcsh:Pediatrics Video modeling medicine.disease Pediatrics Perinatology and Child Health Autism Psychology 0503 education self-video modeling Mirroring Cognitive psychology |
| Zdroj: | Children, Vol 7, Iss 279, p 279 (2020) Children Volume 7 Issue 12 |
| ISSN: | 2227-9067 |
| Popis: | Autism spectrum disorders represent a heterogeneous group of clinical situations, and are mainly represented by a deficit of social communication. In this study, we compare two strategies to enhance communicative/social skills, namely self-video modeling and peer video modeling. The subjects were divided into two groups treated via the method of self-video modeling (group 1) or peer video modeling (group 2). For both groups of subjects affected by ASD-HF (Autism Spectrum Disorder-high-functioning), three different activities were proposed: (a) interacting with a salesperson while making a purchase, (b) initiating and maintaining a conversation with peers, and (c) starting and maintaining an enjoyable activity with a peer. The ability to rapidly accomplish the task was used as the main criteria to appraise the groups&rsquo responses to the proposed activities. In group 1, the use of self-video modeling procedures demonstrated a faster and correct execution of the three proposed tasks (especially task 3) when compared to group 2. In group 2, the use of peer video modeling has instead led to a slower acquisition of abilities to process and perform the tasks. The use of self-video modeling speeds up the acquisition of skills to perform communicative/social tasks, compared to peer video modeling&rsquo s slower performance in subjects with ASD-HF. Results could be related to either the amount of time the subject is exposed to the task or to the capacity of ASD-HF subjects to self-value one&rsquo s own actions more than others. In our work, we have tried to reset the differences in exposure time. Therefore, self-video modeling is demonstrated to be more effective, as it produces a response to the signification/mirroring characteristic of ASD-HF. |
| Databáze: | OpenAIRE |
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