| 英文摘要 |
Purpose: This three-tier video modeling intervention model aimed to explore the effects of a primary tier generic video modeling to teach hand washing skill to children with autism in Taiwan and in the United States. Self-help skill, such as hand washing, is a socially important skill. However, autism literatures on teaching such skill are lack of rigor and social validity. Besides, most existing literatures relied on labor-intensive or high technology equipment which involved high resources and support. This study utilized video modeling, the most high evidence level of the autism evidence-based practices, and the least amount of resource and support involved primary tier of the Three Tier Video Modeling Intervention Model. Method: This study abided the academic consensus of single subject design quality indicators, social validity quality indicators, video modeling procedural characteristics and video components to develop a generic video for children with autism to learn hand washing. A multiple baseline across participants design was used to teach five 3 to 6 year-old male children with autism who met the inclusion criteria to independently wash their hands. The intervention protocol was rather easy to follow. The participant children were asked to view a 3-minute-video demonstrating the 9 steps of hand washing from a peer model and provided the participants the opportunity to practice the skill in 40 seconds. The total numbers and each of the independent performed steps were recorded. Results: The results showed that 4 of the 5 participants significantly and stably changed their skill behavior when and only when intervention was implemented. Maintenance and partial generalization effect were also observed. The validities (internal validity, external validity, and social validity) and reliabilities (inter-observer agreement and fidelity) of this study were high. Discussions and implications: The following themes and the implications for future research were discussed: a) the observed phenomenon of delay effects; b) a dialogue with Rosenberg’s primary tier video modeling study; c) noneresponders with self-stimulus function behavior and the absence of functional expression in sentences; d) the application of the three-tier video modeling intervention model and the cost-effectiveness analysis; and e) the social validity and its relationship to bridging the research and practice. |
