THE EFFECTIVENESS OF POINT-OF-VIEW-VIDEO (PDF)

University of Massachusetts Amherst University of Massachusetts Amherst [email protected] Amherst [email protected]s Amherst Doctoral Dissertations Dissertations and Theses July 2020 THE EFFECTIVENESS OF POINT-OF-VIEW-VIDEO MODELING ON THE EFFECTIVENESS OF POINT-OF-VIEW-VIDEO MODELING ON IMPROVING SOCIAL AND COMMUNICATION SKILLS IMPROVING SOCIAL AND COMMUNICATION SKILLS Beyza Alpaydin University of Massachusetts Amherst Follow this and additional works at: https://scholarworks.umass.edu/dissertations_2 Part of the Applied Behavior Analysis Commons, Communication Technology and New Media Commons, Disability Studies Commons, Early Childhood Education Commons, and the Special Education and Teaching Commons Recommended Citation Recommended Citation Alpaydin, Beyza, "THE EFFECTIVENESS OF POINT-OF-VIEW-VIDEO MODELING ON IMPROVING SOCIAL AND COMMUNICATION SKILLS" (2020). Doctoral Dissertations. 1890. https://doi.org/10.7275/44rk-br50 https://scholarworks.umass.edu/dissertations_2/1890 This Open Access Dissertation is brought to you for free and open access by the Dissertations and Theses at [email protected] Amherst. It has been accepted for inclusion in Doctoral Dissertations by an authorized administrator of [email protected] Amherst. For more information, please contact [email protected]  THE EFFECTIVENESS OF POINT-OF-VIEW VIDEO MODELING ON IMPROVING SOCIAL AND COMMUNICATION SKILLS A Dissertation Presented by BEYZA ALPAYDIN Submitted to the Graduate School of the University of Massachusetts Amherst in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOPHY May 2020 College of Education  © Copyright by Beyza Alpaydin 2020 All Rights Reserved  THE EFFECTIVENESS OF POINT-OF-VIEW-VIDEO MODELING ON IMPROVING SOCIAL AND COMMUNICATION SKILLS A Dissertation Presented By BEYZA ALPAYDIN Approved as the style and content by: ______________________________ Michael P. Krezmien, Chair ______________________________ Alexandra Lauterbach, Member ______________________________ Walter Denny, Member ___________________________________________ Jennifer Randall Associate Dean of Academic Affairs College of Education  DEDICATION This thesis is dedicated to mom, dad, and my brothers. I cannot imagine how life looks like without you.  v ACKNOWLEDGMENTS First and foremost, I would like to express my sincere gratitude to my advisor Prof. Michael Krezmien for the continues support of my Ph.D. study for your expertise, assistance, guidance, and patience throughout the process of writing this thesis. Without your help, this dissertation would not have been possible. Besides my advisor, I would like to thank the rest of my committee members Asst. Prof. Alexandra Lauterbach and Prof. Walter Denny for their encouragement, insightful comments, and suggestions. I also would like to thank Jennifer McIntire for accepting being my supervisor and supporting me every step of this process. I am incredibly grateful for my mom, dad, and my brothers, for their endless support, encouragement, and love. All of you have inspired me. Without this support and encouragement, I would not have made my dreams come true. Finally, I would like to thank all my friends who supported me, loved me and helped me this journey. Canan, Ece and Buket were with me whenever I needed. You are always more like a sister to me than a friend. I will always feel very lucky to be a part of my life.  vi ABSTRACT THE EFFECTIVENESS OF POINT-OF-VIEW-VIDEO MODELING ON IMPROVING SOCIAL AND COMMUNICATION SKILLS MAY 2020 BEYZA ALPAYDIN, B.A., ANKARA UNIVERSITY M.ED., UNIVERSITY OF PITTSBURGH PH.D., UNIVERSITY OF MASSACHUSETTS AMHERST Directed by: Professor Michael P. Krezmien Autism spectrum disorder (ASD) is a complex neurobiological disorder with symptoms that affect individuals’ social interaction capabilities, their verbal and nonverbal communications, and the repertoires of activities and interest. These deficits in social and communication skills directly or indirectly influence the individual with ASDs’ lives. Therefore, many interventions have been developed to increase social and communication skills for individuals with ASD. Video modeling (VM) is one of the effective interventions in teaching social communication skills for children with ASD. There are multiple variations of VM interventions. One of the forms of VM intervention is point-of-view video modeling (POVVM) that has been potential to address the deficits of social communication skills and improve these skills for children with ASD. In this intervention, videos are filmed from the perspectives of the person who is the target of the intervention. The camera angle is presented with activity, skill, or context. The POVVM directly presents relevant stimuli and eliminates irrelevant stimuli of the target behavior. Thus, the POVVM intervention has provided a clear frame of imitating the behavior. The current study investigated the effectiveness of point-of-view video modeling on improving social initiation skills for young children with ASD. Three preschool-age children with ASD were implemented  vii multiple-baseline across participants design to improve social initiation skills using point-of-view video modeling intervention. Specifically, the participants were taught greetings and engaging play activity behaviors using POVVM intervention. All participants improved their greetings and engaging play activity behaviors. The result of the study showed that POVVM is an effective intervention for improving social initiation skills. Consideration for interpretation and recommendations for future research are discussed. Keywords: autism spectrum disorder (ASD), in-vivo modeling, video modeling, point-of- view video modeling (POVVM), video-self modeling (VSM), single-case design (SCD), social communication, social initiation  viii TABLE OF CONTENTS Page ACKNOWLEDGMENTS…………………………………………………………………………v ABSTRACT………………………………………………………………………………………vi LIST OF TABLES…………………………………………………………………… …………xii LIST OF FIGURES……………………………………………………………………………...xiii CHAPTER I. INTRODUCTION………………………………………...…………………………….....1 Statement of Problem……………………………………………………………………....1 Characteristics of Children with ASD……………………………….…………….............2 Social Skills Intervention for Autism……………………………………………….…......4 Video Based Modeling Intervention ……………………………………….……...............7 Point-of-View Video Modeling (POVVM)………………………………………11 Purpose of the Study …………………………………………………………….….........13 Research Questions……………………………………………………………………….14 Definition of Key Terminology ………………………………………………….………15 II. LITERATURE REVIEW………...……………………………………………….…..….16 Search Procedure ………..…………………………………………………...……..........16 Inclusion Criteria………………………………………………………………….……...17 Criteria for Indicators …………………………………………….……………….……...18 Coding System…………………………………………………………………….……...19 Inter-Rater Reliability Agreement………………………………………….…………….21 Standard 1: Participant...……………………………………………….………….……...21 Review of Indicator by Study.……………………………………………………22 Review of the Articles by Indicator Components………………………………...24 Standard 2: Context and Setting……………………………………….………….……...26 Review of Indicator by Study…………………………………………………….27 Review of the Articles by Indicator Component…………………………………27 Standard 3: Research Design………………………………………………………..........28 Review of Indicator by Study…………………………………………………….29 Review of the Articles by Indicator Components………………………………...30 Standard 4: Description of Conditions……………………………………………………31 Review of Indicator by Study and Review of the Articles by Indicator Components………………………………………………………………………32 Standard 5: Instrument …………………………………………………………………...33  ix Review of Indicator by Study…………………………………………………….34 Review of the Articles by Indicator Components………………………………...35 Standard 6: Dependent Variable and Outcomes …………………………………………36 Review of Indicator by Study…………………………………………………….37 Review of the Articles by Indicator Components………………………………...38 Standard 7: Independent Variables ………………………………………………………39 Review of Indicator by Study and Review of the Articles by Indicator Components………………………………………………………………………40 Standard 8: Experimental Control ………………………………………………….……41 Review of Indicator by Study…………………………………………………….41 Review of the Articles by Indicator Components………………………………...42 Standard 9: Fidelity of Implementation …………………………………………….……43 Review of Indicator by Study…………………………………………………….44 Review of the Articles by Indicator Components………………………………...45 Standard 10: Data Analysis ………………………………………………………………46 Review of Indicator by Study and Review of the Articles by Indicator Components………………………………………………………………………47 Standard 11: Social Validity ……………………………………………………….…….48 Review of Indicator by Study…………………………………………………….48 Review of the Articles by Indicator Components………………………………...49 Summary of Findings All Indicators ……………………………………………….……50 Findings …………………………………………………………………………….……55 Social Communication……………………………………………………………56 In Vivo Modeling vs. Video Modeling…………………………………………...57 Spontaneous Requesting………………………………………………………….58 Social Initiation…………………………………………………………………...59 Generalization…………………………………………………………………….62 Summary of Findings from Methodological Perspective ……………………………......62 III. METHOD………………………………………………………………………………...64 Experimental Design………………………………………………………….…….…….64 Participants Description ………………………………………………………….………65 Kalvin…………………………………………………………………………......67 Liam……………………………………………………………………….……...69 Harper……………………......................................................................................71 Communication Partners……………………………………………………..…...72 Setting ……………………………………………………………………………………73 Filming and Instructional Materials…………………………………………………........75 Dependent Variable ……………………………………………………………….……..77 Independent Variable……………………………………………………………………..77 Procedures ………………………………………………………………………………..78 Baseline…………………………………………………………………………...78 Intervention……………………………………………………………………….79 Generalization and Maintenance………………………………………………….83 Interobserver Agreement ………………………………………………………………...83 Treatment Integrity ……………………………………………………………….……...83  x IV. RESULTS………………………………………………………………………………..85 Total Target Behaviors…………………………………………………………………...85 Kalvin……………………………………………………………………………...87 Target Behaviors………………………………………………………….87 Prompted Behaviors………………………………………………………87 Independent Behaviors……………………………………………………88 Decreased Behaviors……………………………………………………...88 Liam……………………………………………………………………….….…...89 Target Behaviors………………………………………………………….89 Prompted Behaviors………………………………………………………89 Independent Behaviors……………………………………………………90 Challenges………………………………………………………………...90 Harper……………………………………………………………………………..91 Target Behaviors………………………………………………………….91 Prompted Behaviors………………………………………………………91 Independent Behaviors……………………………………………………92 Challenges………………………………………………………………...92 Individual Target Behavior Analysis……………………………………………………..92 Greetings Behavior ……..………………………………………………………..92 Kalvin……………………………………………………………………..95 Baseline…………………………………………………………...95 Prompted Behavior………………………………………………..95 Independent Behavior……………………………………………..95 Liam………………………………………………………………………96 Baseline…………………………………………………………...96 Prompted Behavior………………………………………………..96 Independent Behavior……………………………………………..96 Harper……………………………………………………………………..97 Baseline…………………………………………………………...97 Prompted Behavior………………………………………………..97 Independent Behavior……………………………………………..97 Wait for the Peer to Respond Behavior……..……………………………………97 Kalvin……………………………………………………………………100 Baseline………………………………………………………….100 Prompted Behavior………………………………………………100 Independent Behavior……………………………………………100 Liam……………………………………………………………………..101 Baseline………………………………………………………….101 Prompted Behavior………………………………………………101 Independent Behavior……………………………………………101 Harper……………………………………………………………………102 Baseline………………………………………………………….102 Prompted Behavior………………………………………………102 Independent Behavior……………………………………………102 Engaging in the Play Behavior ………………………………………………….102 Kalvin……………………………………………………………………105  xi Baseline…………………………………………………………105 Prompted Behavior……………………………………………...105 Liam……………………………………………………………………..105 Baseline………………………………………………………….105 Prompted Behavior………………………………………………106 Independent Behavior……………………………………………106 Harper……………………………………………………………………106 Baseline………………………………………………………….106 Prompted Behavior………………………………………………105 Independent Behavior…………………………………………107 Listening to the Peer’s Response to Engaging the Play Activity ……………….107 Kalvin……………………………………………………………………109 Baseline………………………………………………………….109 Prompted Behavior………………………………………………109 Independent Behavior……………………………………………109 Liam……………………………………………………………………..110 Baseline………………………………………………………….110 Prompted Behavior………………………………………………110 Independent Behavior……………………………………………110 Harper……………………………………………………………………111 Baseline………………………………………………………….111 Prompted Behavior………………………………………………111 Independent Behavior……………………………………………111 V. DISCUSSION…………………………………………………………………………..112 Impact of the Intervention…………………………………………………….…. ……..112 Limitations of the Study……………………………………………………………...…117 Implication for Practitioners and Future Research ……………………………………..120 Conclusion……………………………………………...………………………………122 APPENDICES A. REWARD BOARD……………………………………………………………………..123 B. CORRECTION PROCEDURES………………………………………………………..124 C. INTERVENTION FIDELITY CHECKLIST…………………………………………..128 BIBLIOGRAPHY………………………………………………………………………………130  xii LIST OF TABLES Table Page 1. Participant Indicator....…………………………………………………………............26 2. Context and Setting Indicator………………………………………………………….28 3. Research Design Indicator...…………………………………………………………...31 4. Description of Conditions Indicator.………………………………………………......33 5. Instrument Indicator...………………………………………………………………….36 6. Dependent Variable and Outcomes Indicator...……………………………………......39 7. Independent Variables Indicator...…………………………………………………......40 8. Experimental Control Indicator.……………………………………………………….43 9. Fidelity Implementation Indicator.…………………………………………………….46 10. Data Analysis Indicator.……………………………………………………………...48 11. Social Validity Indicator.…………………………………………………………......50 12. Summary of the Findings all Quality Indicators……………………………………...55 13. Participants’ Characteristics…………………….…………………………………....65 14. Correction Procedure………………………………………………………………....80  xiii LIST OF FIGURES Figure Page 1. Total Target Behaviors………………………………………………………………...86 2. Say “Hi” to the Peer Behavior…………………………………………………............94 3. Wait for the Peer to Respond Behavior……………………………………………......99 4. Engaging in Play Behavior ………………………………………………………......104 5. Listening the Peer's Response for Engaging Play Activity …………………………..108  1 CHAPTER I INTRODUCTION Statement of the Problem Autism spectrum disorder (ASD) is a complex neurobiological disorder with symptoms that affect individuals’ social interaction capabilities, their verbal and nonverbal communications, and the repertoires of activities and interest (Bauminger-Zviely et al., 2013). Ganz and collogues (2008) indicated that children with ASD exhibit a lack of social interaction and a lack of language and communication skills. Additionally, they are unable to make eye contact and rarely respond to family members (Ganz et al., 2008). According to DSM-V (APA, 2013), the impairments of social communication is one of the core symptoms of ASD that involve a lack of social imitation skills such as specific actions with objects or shared attention. Another social impairment is a lack of joint attention skills (such as maintaining gaze or appropriate gestures). Other social impairments include (1) a lack of social attention; (2) failure to attend social stimuli; (3) a lack of facial recognition - such as not recognizing a mothers’ faces; and (4) lack of functional and symbolic play - such as not playing with toys symbolically. Also, children with ASD often have significantly delayed verbal and non-verbal communication development (Klinger et al., 2014). The National Institute of Deafness and Other Communication Disorders (2010) reported that 25% of individuals with ASD were not able to use speech as their communication mode. This deficit continued during the life span (Boesch et al., 2013). Additionally, this communication deficit can cause undesired behaviors in individuals with ASD. Iwata and colleagues (1994) indicated that, according to their functional analysis results, 60 % of 152 individuals exhibited self-injury behaviors, which served as an escape or a means of getting