Evaluating the Effects of Video Modeling on the Frequency of Staff Use of Socially Embedded Consequences

• Main Author: Yauger, Amy Elizabeth
• Other Authors: Ala'i-Rosales, Shahla
• Format: Others
• Language: English
• Published: University of North Texas 2012
• Subjects: Autism; video modeling; staff training
• Online Access: https://digital.library.unt.edu/ark:/67531/metadc177267/

Previous research reports that individuals working with children with autism can positively affect social behavior through the use of socially embedded consequences. There is no research on training teachers to use socially embedded consequences. The current study had three purposes: to evaluate the effects of video modeling on teachers' embedded consequences, to evaluate the addition of feedback to increase effectiveness, and to evaluate the effects of the teacher's use of socially embedded consequences on other teacher behaviors. Results indicate that video modeling alone was not sufficient in changing teacher behavior and that the addition of feedback was necessary for meaningful teacher behavior change. Additionally, the increased used of socially embedded consequences had positive effects on teacher social engagement and indices of interest. A discussion of the results and suggestions for future research is also provided.