Обурн, Алабама, САД CASE STUDY ON THE IMPLEMENTATION OF A VIDEO STORY-BASED INTERVENTI- ON WITH SELF-MODELING TREATMENT PACKAGE TO REDUCE STEREOTYPICAL SPITTING BEHAVIOR IN A YOUNG GIRL WITH AUTISM

Целта на ова истражување беше да се испита користењето на интервенцијата со видеоснимки преку самомоделирање, со цел да се намали навиката на плукање кај една ученичка со аутизам од предучилишна возраст за време на програмата на продолжена школска година. Беше користен A-Б-A-Б дизајн со цел да се демонстрира функционална врска помеѓу интервенцијата со видеоснимки од самомоделирање и намалувањето на навиката на плукање. Резултатите покажаа дека навиката на плукање се намалува како резултат на интервенцијата со видеоснимање. Импликациите од овие резултати ќе бидат истражувани. The purpose of this study was to investigate the use of a video story-based intervention with self-modeling to decrease spitting behavior in a female pre-school student with autism during an extended school year services program. An A-B-A-B design was used to demonstrate a functional relation between a video story-based intervention with selfmodeling and decreased spitting behavior. The results showed that spitting behavior decreased as a result of the video-based intervention package. The implications of these results will be explored.

The setting was a university sponsored summer program created for the provision of extended school year services specifically for students with autism and significant develop- The video story-based intervention was designed using a Flipvideo™ camera.Amy was recorded engaging in each scheduled activity throughout a school day.The video was then edited to show the participant using a "nice mouth" and not spitting during each activity.The use of the phrase "nice mouth" was different from the prompt used in Amy's previous interventions, which was "no spitting".The story was narrated by the first author and constructed using many of the guidelines as recommended by Carol Gray (13).The story was written in the first person and described events throughout the school day, focusing on increasing an appropriate replacement behavior (nice mouth), and included the perspective of others for demonstrating the behavior.The script for the story was as follows: "When I come to school each day, I see my teachers and my friends.I get to sing songs, play with toys and do my work.While I am at school, I will try to keep a nice mouth.I will not spit.This is a good idea.My teachers and friends like for me to keep a nice mouth and not spit.They do not like to be spit on.School is a fun and safe place for everyone when I keep a nice mouth." The scene for the first sentence showed Amy arriving to the program, walking into the classroom with a teacher.The scene showed the other teachers and students in the classroom, smiling.The second sentence of the ната ги покажа насмеани другите учители и ученици во училницата.Втората реченица од сценариото покажа три сцени во училницата: Amy како заедно со другите ученици стои во круг и пее песнички, како таа си игра со играчки во училишната зона за играње и како таа ја завршува дадената задача со учителот на масата.Во текот на секоја од овие активности, Amy не плукаше.Сцените од третата и четвртата реченица ја покажаа Amy со затворена уста и насмеана.Сцените од петтата реченица ги покажаа нејзините учители насмеани како и нејзините соученици кои гледаа во камерата смеејќи се или изразувајќи пријатни чувства.Сцената од шестата реченица ги покажа нејзините учители како се смешкаат.Крајната реченица од сценариото беше придружена со сцена во која Amy и нејзините соученици седат во круг и пеат песнички.Оценката на параметрите спроведена од страна на авторите покажа дека времето поминато пред компјутер е активност во која Amy ужива.Оттука, приказната беше презентирана преку лаптоп, во соба спротивна од училницата на учесничката.Приказната траеше 30 минути.Со цел да не се намали вниманието, во училницата не беше присутен ниеден друг ученик додека Amy ја гледаше приказната.script showed three classroom scenes: Amy sitting with the other students during circle time, singing songs, Amy playing with toys in the classroom play area, and Amy completing work with a teacher at a table.During each of these activities, Amy was not spitting.The scenes for the third and fourth sentences showed Amy with her mouth closed as well as with a smile.The scenes for the fifth sentence showed Amy's teachers smiling as well as her classroom peers looking at the camera smiling or showing a pleasant affect.The scene for the sixth sentence showed Amy's teachers showing frowns.The final sentence in the script was accompanied by a scene in which Amy and her peers were sitting in a circle, singing songs.A preference assessment conducted by the authors indicated that computer time was an activity Amy enjoyed.Thus, the story was presented via a laptop computer, in a room across the hall from the participant's classroom.The story lasted 30 seconds.To minimize distractions, no other students were in the room when Amy watched the story.
expressed concern regarding the lack of effectiveness of prior interventions, which included verbal redirection, physical prompts, visual prompts, and negative consequences, all which placed attention on the behavior.None of the interventions were successful.Teachers associated with Amy prior to the study reported this particular behavior to be of significant concern, and one sought protective clothing when working with Amy.
Her mother also reported spitting to be a major behavioral concern.Amy's spitting occurred during play (in a sensory room and the classroom play area) and while watching a favorite cartoon (as reported by mom).For the purposes of the present study, spitting was defined as the participant's projection of saliva at least an inch from her mouth.Examples of spitting included spitting on objects, others, and spitting in the air.Examples of spitting excluded licking other objects, licking hand or pursing lips to spit with no actual saliva leaving the mouth.A new incident was recorded when the student stopped for more than one second or changed the direction or item toward which the spitting was directed.

Обучување на учителите
Teacher Training appropriately recording behaviors without providing attention, and (c) showing the video story, which included self-modeling, to the student.Treatment fidelity data were collected regarding the intervention procedures for at least 25% of each treatment phase using a checklist.These procedures included the teachers' reaction to the spitting behavior (no attention or other reaction) and steps involved in showing the video.The procedures were followed with 100% accuracy.In addition, the author observing treatment fidelity also noted Amy's reaction to the video during the intervention.Amy appeared to enjoy engaging in the activity, willingly moving to the area in which the video was viewed without additional prompting.Amy looked at the screen and did not pause or stop the video at any time during the sessions.
Inter-observer agreement was calculated for 33% of the sessions.Agreement was calculated by dividing the smaller number of spits by the larger number of spits and multiplying by 100%.The range for interobserver agreement was 85% to 100% with a mean agreement of 89%.intervention; therefore the teachers followed the normal routine and refrained from providing attention for the spitting behavior.The video story-based intervention with selfmodeling (IV) was introduced as "special activity" on the student's picture schedule after eight days of baseline.Amy viewed the story two times per day during days nine through 12, and 16 through 18.She viewed the video story after completion of a scheduled activity (discrete trial training, work stations, or completion of circle time).No other interventions to reduce spitting were put in place during baseline and intervention phases, enhancing internal validity.

Дизајн на експериментот Experimental Design
The classroom structure and instructional methods remained consistent with Amy's previous pre-school setting.After baseline data were collected, the video story-based intervention with self-modeling package was delivered using a school computer (a previously identified reinforce) and verbal praise given contingent upon participation in the intervention.Baseline.Data were collected across eight days for the first baseline condition.The mean number of spitting behaviors was 90.The first data point was significantly different than previously reported numbers of occurrences.

Основна
The data demonstrate a variable pattern, but the last four data points were increasing, moving in the opposite direction from that predicted as a result of the intervention.

Intervention.
The video story-based intervention with self-modeling condition consisted of four days of intervention.There was an immediate change in the level of the data from 118 spitting behaviors to 47 spitting behaviors, a reduction of 62%.The mean for the data was 31.As demonstrated in figure 1, the data path for this condition was decreasing.There was overlap (seventy-five percent) between this intervention phases with the first baseline condition, the first data point only.

three days to return to the baseline condition.
There was an immediate increase in the level of spitting behaviors from 13 to 33, an increase of 60.6%.The data path for this condition was seemed to be increasing.There was thirty percent overlap between the baseline and the first treatment phase.Intervention.The video story with selfmodeling was reintroduced for three days.There was an immediate reduction in the level of behavior from 50 to 23 (54%).The mean for the data was 18.
There were no overlapping data points between second baseline and second intervention phases.The data path for this condition seemed to be decreasing slightly.During intervention phases, spitting behavior decreased and the behavior increased during baseline phases.
After the intervention, the teachers reported anecdotally a significant reduction in the behavior, and all four teachers attributed this reduction to the video-based social story.Furthermore, they recommended the intervention be continued in Amy's next school setting.The parent also reported a reduction in spitting behavior at home, and that she intended to employ the technique at home.

Дискусија Discussion
Целта The purpose of this study was to evaluate the use of a video story-based intervention with self-modeling to decrease the spitting behavior in a six-year-old female with autism.The teachers from Amy's pre-school identified spitting behaviors as a significant problem to be addressed within her extended school year plan.The spitting behavior was socially inappropriate, problematic across cultural norms, rather than simply inappropriate based on North American culture.Data from this intervention suggest a functional relation was demonstrated between the video story-based intervention with selfmodeling and a reduction in spitting behavior.Furthermore, the intervention effect occurred within the short intervention periods of four and three sessions.There was an immediate reduction in the spitting behavior upon the introduction of the intervention.The change in data level seemed to be reversed upon reintroducing baseline conditions and repeated upon re-introduction of the intervention.
Although no formal data collection was conducted to assess whether generalization occurred across target behaviors, settings, or participants, the anecdotal reports from Amy's mother provides some supports for the external validity of this study (25).In addition, the student could access the story independently after the completion of the study, since it was saved as an icon to a media device.The use of a story-based intervention, selfmodeling, and video technology as part of an intervention package to reduce significant problem behavior reported in this study adds to the existing literature and demonstrates how effective interventions can be combined and applied effectively in a school setting in a relatively short period of time.With the greater availability of video technology worldwide, this intervention combination could be implemented without great cost or use of resources, in various locations using age appropriate media devices (e.g., iPod™, iPad™ or other tablet device).For example, video social stories can be created easily by using smart phones or other hand-held devices and shared easily across settings.The same technology can be used to implement video social stories with students using small hand-held devices or shared electronically социјални видеоприказни со ученици преку користење на мали рачни направи или споделена електронски, правејќи ја оваа интервенција пренослива низ училишната средина или помеѓу домот и училиштето.Идните истражувања треба да ја испитаат имплементација на интервенциите засновани на приказни со видеомоделирање во други средини, како што се традиционалните училишта.Иако постоечката интервенција беше спроведена во посебна образовна средина, можеше да се користи и кај ученици од повеќе инклузивни средини.Пристапот до лесно имплементирана интервенција би бил корисен за учителите од општото образование, кои во својата училница имаат ученици со разновидни социјални и емотивни потреби.making this a portable intervention throughout a school or between home and school.Future research should address implementation of story-based interventions with video modeling in other settings, such as traditional school settings.
Although the current intervention was conducted in a special education setting, it could be used with students in more inclusive environments.Access to easily implemented interventions would be helpful to general education teachers who have students with diverse social and emotional needs in their classrooms.

Figure 1 .
Figure 1.Number of Spitting Occurrences per Day for Amy.
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