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Using Video-Enhanced Activity Schedules and Matrix Training to Teach Sociodramatic Play to a Child with AutismNashoba Learning Group
Bancroft NeuroHealth Maine Programs
University of Massachusetts Medical School, Shriver Center, robert. stromer{at}umassmed.edu
We evaluated an intervention package for teaching generative sociodramatic play activities to a young boy with an autism spectrum disorder. In Phase 1, the boy learned computer activity schedules that featured embedded video models of what to say and do. A 3 x 3 instructional matrix defined 9 activities to be performed involving combinations of 3 figurines and 3 actions. In Phase 2, the boy learned to use notebook schedules with pictures cuing sequences of different play activities. Phase 3 clarified and expanded the skills learned so far: Across 3 new instructional matrices, the boy learned 3 of the 9 activities within each matrix using video-enhanced computer schedules. For every activity taught directly, nearly 2 additional activities also occurred. The results recommend video-enhanced activity schedules to teach sociodramatic play and the use of matrix training to program for generative learning outcomes.
Journal of Positive Behavior Interventions, Vol. 6, No. 4,
238-250 (2004) This article has been cited by other articles:
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