This Article Full Text (PDF) References Alert me when this article is cited Alert me if a correction is posted Citation Map Services Email this article to a friend Similar articles in this journal Alert me to new issues of the journal Add to Saved Citations Download to citation manager Request Permissions Request Reprints Add to My Marked Citations Citing Articles Citing Articles via HighWire Citing Articles via Google Scholar Citing Articles via Scopus Google Scholar Articles by Hepting, N. H. Articles by Goldstein, H. Search for Related Content Social Bookmarking                         What's this?

Requesting by Preschoolers with Developmental Disabilities

Videotaped Self-Modeling and Learning of New Linguistic Structures

University of Pittsburgh

Howard Goldstein

University of Pittsburgh

This research capitalized on a powerful form of observational learning to teach linguistic structures not evident in the expressive language of children with developmental delays. Specifically, the effects of videotaped self-modeling on the acquisition of new linguistic structures used for requesting were investigated. Three preschoolers with developmental disabilities were taught semantic relations not present in their expressive repertoires. To prepare self-modeling videotapes, children first were prompted to imitate specific linguistic structures in simulated classroom requesting situations. Editing of the videotapes removed prompts to generate examples of competent performance so that children could view themselves performing targeted structures as requests, correctly and independently. Linguistic performance during requesting opportunities was monitored during classroom activities. A multiple baseline design across children was used to assess the effects of viewing brief, self-modeling videotapes. All 3 children learned their goals through self-modeling. Consistent performance during classroom activities was not demonstrated, however, until a question (i.e., "What do you need?") was introduced in the classroom and in two cases after videos were viewed in the classroom. Despite these initial generalization difficulties, the results indicate videotaped self-modeling is potentially effective for teaching children with disabilities to use linguistic structures.

Topics in Early Childhood Special Education, Vol. 16, No. 3, 407-427 (1996)
DOI: 10.1177/027112149601600308


CiteULike    Complore    Connotea    Del.icio.us    Digg    Reddit    Technorati    Twitter    What's this?

This article has been cited by other articles:

				T. L. Stanton-Chapman, A. P. Kaiser, P. Vijay, and C. Chapman A Multicomponent Intervention to Increase Peer-Directed Communication in Head Start Children Journal of Early Intervention, June 1, 2008; 30(3): 188 - 212. [Abstract] [PDF]

				M. L Bellon-Harn and W. E Harn Profiles of social communicative competence in middle school children with Asperger syndrome: Two case studies Child Language Teaching and Therapy, February 1, 2006; 22(1): 1 - 26. [Abstract] [PDF]

				R. Stromer, J. W. Kimball, E. M. Kinney, and B. A. Taylor Activity Schedules, Computer Technology, and Teaching Children With Autism Spectrum Disorders Focus on Autism and Other Developmental Disabilities, January 1, 2006; 21(1): 14 - 24. [Abstract] [PDF]

				J. F. Hine and M. Wolery Using Point-of-View Video Modeling to Teach Play to Preschoolers With Autism Topics in Early Childhood Special Education, January 1, 2006; 26(2): 83 - 93. [Abstract] [PDF]