Cargando…

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...

Descripción completa

Detalles Bibliográficos
Autores principales: Frolli, Alessandro, Ricci, Maria Carla, Bosco, Antonia, Lombardi, Agnese, Cavallaro, Antonella, Operto, Francesca Felicia, Rega, Angelo
Formato: Online Artículo Texto
Lenguaje:English
Publicado: MDPI 2020
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
_version_ 1783627839649611776
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
work_keys_str_mv AT frollialessandro videomodelingandsocialskillslearninginasdhf
AT riccimariacarla videomodelingandsocialskillslearninginasdhf
AT boscoantonia videomodelingandsocialskillslearninginasdhf
AT lombardiagnese videomodelingandsocialskillslearninginasdhf
AT cavallaroantonella videomodelingandsocialskillslearninginasdhf
AT opertofrancescafelicia videomodelingandsocialskillslearninginasdhf
AT regaangelo videomodelingandsocialskillslearninginasdhf