Video Feedback and Performance of a Parent When Training Her Children With Autism Spectrum Disorder in Prewriting Skills

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  • 自閉スペクトラム症児の運筆訓練時における親の指導行動に対するビデオ・フィードバック
  • ジヘイスペクトラムショウジ ノ ウンピツ クンレンジ ニ オケル オヤ ノ シドウ コウドウ ニ タイスル ビデオ ・ フィードバック

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Abstract

Study Objective: The present study examined effects of video feedback using unedited video files in order to improve parenting performance when training children with autism spectrum disorder in prewriting skills. Design: ABC design with follow-up. Setting: Observation room in a university. Participants: One mother and her twin boys with autism. Intervention: The parenting performance skills were divided into the following 5 components: grip point modification, environmental coordination, prompting, reinforcement, and token economy. The mother was given basic instructions on how to record the training sessions on video (A). Intervention 1 (B) consisted of her receiving feedback from a therapist while she watched the video of the sessions. In intervention 2 (C), the mother was given a token-board to use for reinforcing the children's target behaviors. Measures: The percentage of appropriate parenting components by the mother in each session, the percentage of failures by her children when tracing frames on lines, and the results of a social validation questionnaire completed by the mother. Results: After the interventions, the percentage of the mother's appropriate components increased, and the children's percentage of failures decreased. Conclusion: The mother's performance in teaching prewriting skills to her children with autism spectrum disorder improved after video feedback and token reinforcement were used.

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