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Promoting Visual Perspective-taking Skills in an Adolescent with Autism and Intellectual Disabilities Using Multi-View Videos: A Pilot Case Study

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Publicado en:Journal of Developmental and Physical Disabilities vol. 36, no. 1 (Feb 2024), p. 87
Autor principal: Tsukamoto, Masashi
Otros Autores: Wei, Yaqiang, Nagai, Takasuke, Kitahara, Itaru, Takeuchi, Koji, Yamamoto, Junichi
Publicado:
Springer Nature B.V.
Materias:
Autism
Autistic adolescents
Adolescent boys
Video recordings
Task performance
Intellectual disabilities
Autistic children
Natural environment
Social interaction
Perspective taking
Skills
Disability studies
Training
Feedback
Case studies
Pilot projects
Adolescents
People with disabilities
Communication
Intellectual Disability
Generalization
Video Technology
Autism Spectrum Disorders
Moderate Intellectual Disability
Interpersonal Relationship
Acceso en línea:Citation/Abstract
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Resumen:Taking the visual perspective of another individual is an important skill in social communication, and is termed visual perspective-taking (VPT). Individuals with autism spectrum disorder who have deficits in social interaction show relatively lower performance on VPT tasks than individuals who achieve age-appropriate developmental milestones. Thus, researchers have attempted to teach VPT skills and component behaviors to children with autism spectrum disorder. This pilot study evaluated the effects of a technology-based intervention on VPT skills in an adolescent male with autism spectrum disorder and moderate intellectual disabilities using a multiple-probe across behaviors design. Using a training package composed of multi-view videos with feedback, we trained the participant to discriminate whether the experimenter could see an object and to discriminate between right or left based on the experimenter’s perspective. The results showed that the percentage of correct responses for each skill increased when the training package was applied. Furthermore, we observed generalization of VPT skills to untrained lab and natural environment settings. We discussed (1) the possibility that training multiple exemplars resulted in broad generalization, (2) the effectiveness of experiencing other people’s perspectives when training VPT skills, and (3) the potential and limitations of multi-view videos for clinical application based on the results of the social validity questionnaire.
ISSN:1056-263X
1573-3580
DOI:10.1007/s10882-023-09897-6
Fuente:Sociology Database