Abstract
This study aimed to contribute to the secondary-tier evidence of the three-tier video modeling intervention model (3TVM), using a group-based generic video, and to explore a new form of augmentative and alternative communication (AAC) intervention using a Chinese-language interface for teaching children with developmental disabilities. A multiple baseline across participants design was used in this study to assess the success of the intervention among three individuals ages 9–12 with developmental disabilities. The results indicate that the group-based VM intervention using an iPad successfully increased the participants’ ability to communicate during snack time. As the participants’ communication improved, anecdotal records showed that their inappropriate behaviors decreased. A discussion of future research is provided.
| Original language | English |
|---|---|
| Pages (from-to) | 209-221 |
| Number of pages | 13 |
| Journal | Education and Training in Autism and Developmental Disabilities |
| Volume | 53 |
| Issue number | 2 |
| Publication status | Published - 2018 Jun 1 |
ASJC Scopus subject areas
- Education
- Developmental and Educational Psychology