Video Modeling for Individuals with Autism Spectrum Disorders during Maker Activities
Location
Guzman 104
Start Date
4-19-2018 3:40 PM
End Date
4-19-2018 3:55 PM
Student Type
Graduate
Faculty Mentor(s)
Laura Hess, OTR/L Ph.D.
Presentation Format
Oral Presentation
Abstract/Description
Individuals with disabilities “are not only capable and competent designers, but have unique problems that the Maker Movement is primed to help solve” (Hansen, Hansen, Hall, Fixler, & Harlow, 2017, p. 4). The Maker Movement encourages people to choose and make projects that meet their individual needs and interests (Hoover, 2014). The Maker Movement has potential to teach vocational skills supporting occupations for people with disabilities. Adults with Autism Spectrum Disorder (ASD) are underemployed and would benefit from evidence-based interventions to develop vocational skills. About 36% of adults with intellectual disabilities and only 28% of adults with ASD are employed or are enrolled in continuing education (Burke et al., 2013). Video modeling (VM) is an evidence based form of assistive technology (AT) that supports individuals with ASD to learn new tasks and behaviors, understand expectations, predict scheduled events, and improve overall learning (Murray & Noland, 2012; West, 2008). We assert that VM can support adults with ASD engage in maker tasks and develop vocational skills.
Missing from current literature are the unique perspectives from individuals with ASD and service providers on using VM to participate in maker tasks (Miele, 2017). Our research aims to examine the lived experiences of individuals with ASD using VM while engaging in maker tasks. The lived experiences and perspectives of the individual with ASD and their service providers will be analyzed through qualitative research and interview methods, while the effectiveness of VM for maker tasks will be examined via on-site data collection and quantitative analysis.
Video Modeling for Individuals with Autism Spectrum Disorders during Maker Activities
Guzman 104
Individuals with disabilities “are not only capable and competent designers, but have unique problems that the Maker Movement is primed to help solve” (Hansen, Hansen, Hall, Fixler, & Harlow, 2017, p. 4). The Maker Movement encourages people to choose and make projects that meet their individual needs and interests (Hoover, 2014). The Maker Movement has potential to teach vocational skills supporting occupations for people with disabilities. Adults with Autism Spectrum Disorder (ASD) are underemployed and would benefit from evidence-based interventions to develop vocational skills. About 36% of adults with intellectual disabilities and only 28% of adults with ASD are employed or are enrolled in continuing education (Burke et al., 2013). Video modeling (VM) is an evidence based form of assistive technology (AT) that supports individuals with ASD to learn new tasks and behaviors, understand expectations, predict scheduled events, and improve overall learning (Murray & Noland, 2012; West, 2008). We assert that VM can support adults with ASD engage in maker tasks and develop vocational skills.
Missing from current literature are the unique perspectives from individuals with ASD and service providers on using VM to participate in maker tasks (Miele, 2017). Our research aims to examine the lived experiences of individuals with ASD using VM while engaging in maker tasks. The lived experiences and perspectives of the individual with ASD and their service providers will be analyzed through qualitative research and interview methods, while the effectiveness of VM for maker tasks will be examined via on-site data collection and quantitative analysis.
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Sponsored by Citizen Scientist John Wick, and Phoenix Rising Resources, LLC