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자폐성 장애인을 위한 비디오 기반 사회적 의사소통 교수에 대한 체계적 문헌 고찰

Video-Based Instruction for Social Communication Skills in Individuals with Autism Spectrum Disorder: A Systematic Review

허상|Boesch Miriam
한국특수아동학회 (Kacsn: Korean Association Of The Children With Special Need)|2019.12|특수아동교육연구 (The Journal of Special Children Education)|제21권 제4호|pp. 125-160|DOI 10.21075/kacsn.2019.21.4.125

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참고문헌

키워드

autism spectrum disorder자폐성 장애비디오 모델링비디오 자기 모델링사회적 의사소통 기술video modelingvideo self-modelingsocial communication skillspoint-of-view video modeling시점 비디오 모델링
주제분류교육학

초록

Individuals with autism spectrum disorder (ASD) exhibit persistent impairments in social communication skills. Teaching social communication skills to individuals with ASD is a priority task for educators, and various interventions have been conducted to improve these skills. Video instruction is an evidence-based practice that is an effective method for teaching appropriate skills to individuals with ASD. Purpose: This review examined the existing literature on video-based instruction for social communication skills in individuals with ASD. Method: Both English and Korean language publications were analyzed to examine the factors that can influence the effectiveness of video instruction. Results: Thirty-four studies met the inclusion criteria and were included in this review. All 34 studies used a single-subject research design. There were 116 participants and their ages ranged from 3.5 to 26 years. The study results, characteristics, and quality ratings were reviewed. Conclusion: The existing literature on video-based instruction for social communication skills in individuals with ASD showed video instruction was effective in teaching new skills for approximately 93% of the participants. This is consistent with the results of previous reviews. Implications for research and practice and suggestions for future research were discussed.

Abstract

Individuals with autism spectrum disorder (ASD) exhibit persistent impairments in social communication skills. Teaching social communication skills to individuals with ASD is a priority task for educators, and various interventions have been conducted to improve these skills. Video instruction is an evidence-based practice that is an effective method for teaching appropriate skills to individuals with ASD. Purpose: This review examined the existing literature on video-based instruction for social communication skills in individuals with ASD. Method: Both English and Korean language publications were analyzed to examine the factors that can influence the effectiveness of video instruction. Results: Thirty-four studies met the inclusion criteria and were included in this review. All 34 studies used a single-subject research design. There were 116 participants and their ages ranged from 3.5 to 26 years. The study results, characteristics, and quality ratings were reviewed. Conclusion: The existing literature on video-based instruction for social communication skills in individuals with ASD showed video instruction was effective in teaching new skills for approximately 93% of the participants. This is consistent with the results of previous reviews. Implications for research and practice and suggestions for future research were discussed.

참고문헌 (46)

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