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dc.contributor.advisorGibson, Kay L.
dc.contributor.authorLippoldt, Thea
dc.date.accessioned2012-06-20T15:28:07Z
dc.date.available2012-06-20T15:28:07Z
dc.date.copyright2011en
dc.date.issued2011-12
dc.identifier.othert11104
dc.identifier.urihttp://hdl.handle.net/10057/5185
dc.descriptionThesis (M.Ed.)--Wichita State University, College of Education, Dept. of Curriculum and Instruction.en_US
dc.description.abstractStudents with autism spectrum disorder face many hardships and struggles in life. Video self-modeling appears to be one educational tool that will help to provide the necessary tools for students to be successful, decreases the potential for the student to be victimized by bullies, and increase the quality of life students will have. This study evaluates the use of video self-modeling with a high school freshman who is on the autism spectrum. Video self-modeling was used to decrease the maladaptive behavior of biting himself. The ABA research design allowed for a two week intervention where the student watched a video of himself demonstrating a replacement behavior instead of biting his arm. The study found a statistically significant difference in the incidents of biting in baseline one and baseline two.en_US
dc.format.extentiv, 70 p.en
dc.language.isoen_USen_US
dc.publisherWichita State Universityen_US
dc.rightsCopyright Thea Lippoldt, 2011. All rights reserveden
dc.subject.lcshElectronic dissertationsen
dc.titleThe effects of video self modeling on social skills with high school students with autismen_US
dc.typeThesisen_US


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