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Video Modeling and Social Skills Learning in ASD-HF
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 di...
Autores principales: | , , , , , , |
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Formato: | Online Artículo Texto |
Lenguaje: | English |
Publicado: |
MDPI
2020
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Materias: | |
Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7762579/ https://www.ncbi.nlm.nih.gov/pubmed/33302423 http://dx.doi.org/10.3390/children7120279 |
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author | Frolli, Alessandro Ricci, Maria Carla Bosco, Antonia Lombardi, Agnese Cavallaro, Antonella Operto, Francesca Felicia Rega, Angelo |
author_facet | Frolli, Alessandro Ricci, Maria Carla Bosco, Antonia Lombardi, Agnese Cavallaro, Antonella Operto, Francesca Felicia Rega, Angelo |
author_sort | Frolli, Alessandro |
collection | PubMed |
description | 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’ 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’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’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. |
format | Online Article Text |
id | pubmed-7762579 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2020 |
publisher | MDPI |
record_format | MEDLINE/PubMed |
spelling | pubmed-77625792020-12-26 Video Modeling and Social Skills Learning in ASD-HF Frolli, Alessandro Ricci, Maria Carla Bosco, Antonia Lombardi, Agnese Cavallaro, Antonella Operto, Francesca Felicia Rega, Angelo Children (Basel) Article 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’ 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’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’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. MDPI 2020-12-08 /pmc/articles/PMC7762579/ /pubmed/33302423 http://dx.doi.org/10.3390/children7120279 Text en © 2020 by the authors. Licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (http://creativecommons.org/licenses/by/4.0/). |
spellingShingle | Article Frolli, Alessandro Ricci, Maria Carla Bosco, Antonia Lombardi, Agnese Cavallaro, Antonella Operto, Francesca Felicia Rega, Angelo Video Modeling and Social Skills Learning in ASD-HF |
title | Video Modeling and Social Skills Learning in ASD-HF |
title_full | Video Modeling and Social Skills Learning in ASD-HF |
title_fullStr | Video Modeling and Social Skills Learning in ASD-HF |
title_full_unstemmed | Video Modeling and Social Skills Learning in ASD-HF |
title_short | Video Modeling and Social Skills Learning in ASD-HF |
title_sort | video modeling and social skills learning in asd-hf |
topic | Article |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7762579/ https://www.ncbi.nlm.nih.gov/pubmed/33302423 http://dx.doi.org/10.3390/children7120279 |
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