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Evaluating the effects of camera perspective in video modeling for children with autism: Point of view versus scene modeling.

机译：在自闭症儿童的视频建模中评估相机视角的效果：观点与场景建模。

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摘要

Video modeling has been used effectively to teach a variety of skills to children with autism. This body of literature is characterized by a variety of procedural variations including the characteristics of the video model (e.g., self vs. other, adult vs. peer). Traditionally, most video models have been filmed using third person perspective (i.e., scene models), where the viewer is watching the actor perform in a scene. Recently, studies have successfully incorporated the use of first person perspective into video models (i.e., point of view models), where the view is directly from the actor's point of view. Currently, no studies have directly compared the effects of camera angle on learning when video models are used as teaching tools. Six boys with autism ages 4-8 years learned yoked pairs of tasks, with one task assigned to each type of modeling condition. The effects were evaluated using an adapted alternating treatments design that allowed for a direct comparison between conditions with task difficulty held constant. Few differences in rate of acquisition and attention to the model were observed. Video modeling was not always successful as a teaching tool for targeted tasks. Supplemental teaching strategies (e.g., in vivo modeling with error correction) were employed when video modeling was ineffective for one or both tasks. This study provides evidence that camera angle does not generally have an effect on video modeling effectiveness. It also provides further evidence that video modeling may not always be an effective teaching tool for all children with autism.
机译：视频建模已被有效地用于向自闭症儿童教授各种技能。该文献的特点是各种程序上的变化，包括视频模型的特征（例如，自我与他人，成人与同伴）。传统上，大多数视频模型都是使用第三人称视角拍摄的（即场景模型），在这种情况下，观看者正在观看演员在场景中的表演。近来，研究已成功地将第一人称视角的使用并入视频模型（即，观点模型）中，其中观点直接来自演员的观点。当前，没有研究直接比较将视频模型用作教学工具时摄像机角度对学习的影响。六名年龄在4-8岁的自闭症男孩学习了一对轭铁作业，每种造型条件都分配了一个。使用适应性交替治疗设计评估效果，该设计允许在任务难度保持恒定的条件之间进行直接比较。观察到的采集速率和对模型的关注几乎没有差异。视频建模作为目标任务的教学工具并不总是成功的。当视频建模对一项或两项任务均无效时，将采用补充教学策略（例如，具有纠错功能的体内建模）。这项研究提供的证据表明，摄像机角度通常不会对视频建模效果产生影响。它还提供了进一步的证据，表明视频建模可能并不总是对所有自闭症儿童有效的教学工具。

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  • 作者

    Cotter, Courtney.;

  • 作者单位

    Western Michigan University.;

  • 授予单位 Western Michigan University.;
  • 学科 Psychology Behavioral.;Education Technology of.;Psychology Clinical.;Education Special.
  • 学位 Ph.D.
  • 年度 2010
  • 页码 83 p.
  • 总页数 83
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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