Video self-modelling as a therapy tool to improve turn-taking skills in children with Autism Spectrum Disorder

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dc.contributor.authorHanouch, Amanda Leigh
dc.date.accessioned2020-11-09T08:02:06Z
dc.date.available2020-11-09T08:02:06Z
dc.date.issued2020
dc.descriptionA Research report was submitted to the Department of Speech Pathology and Audiology School of Human and Community Development Faculty of Humanities University of the Witwatersranden_ZA
dc.description.abstractAbstract Introduction Video self-modelling (VSM) was developed to allow participants to view themselves in situations where they are performing at a more advanced level than they typically function. VSM has been used as a therapy tool to train positive behaviour and reduce unwanted behaviour. This study aimed to analyse the effects that VSM has on children with Autism Spectrum Disorder (ASD), specifically in terms of an improvement in their turn-taking skills. Aim The primary aim of this study was to determine if the VSM technique improved pragmatic difficulties, specifically turn-taking skills in children with ASD. Method Five children between the ages of eight and nine years old, with a diagnosis of ASD, were recruited from a government special-needs school in Johannesburg. Each child was filmed in the classroom setting for 60 minutes per session, three times a week, over eight weeks. The project involved four phases, an assessment, therapy, follow-up 1 and follow-up 2 phase. Filming took place over all four phases. During the assessment phase, each child’s conversational turn-taking skills were evaluated, Speech-language therapy assessment reports were studied, with permission from parents as well as the speech-language therapist involved and a personalised video was made of each child being successful at conversational turn-taking. This was done using editing software to remove any negative behaviour, or therapist prompts and to add positive reinforcement, such as audio cheering and positive images. The children watched their personalised videos each morning, at school, during the intervention phase, with the researcher. During the follow-up phases, the researcher aimed to determine whether or not any improvement in conversational turn-taking had occurred. Implications VSM stands as a promising intervention tool, since software for the home production of video, requiring minimal expertise, has become increasingly accessible with the continuing development of technology. VSM interventions can now be implemented and readily used by teachers, parents or therapists in naturalistic settings, such as the school or home environment. VSM has possible applications across a wide array of behaviours, including the pragmatic skills involved with conversational turn-taking. VSM presents a tool which is appropriate to children with ASD, as it maximises visual strengths, accounts for attention weaknesses and is expected to be a highly motivating, plus an enjoyable activity for these children.en_ZA
dc.description.librarianNG (2020)en_ZA
dc.facultyFaculty of Humanitiesen_ZA
dc.identifier.urihttps://hdl.handle.net/10539/30090
dc.language.isoenen_ZA
dc.schoolSchool of Human and Community Developmenten_ZA
dc.titleVideo self-modelling as a therapy tool to improve turn-taking skills in children with Autism Spectrum Disorderen_ZA
dc.typeThesisen_ZA
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