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2 résultat(s) recherche sur le mot-clé 'modélisation vidéo'
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Usability of a video modeling computer application for the vocational training of adolescents with autism spectrum disorder / Rotem Rosen in The British Journal of Occupational Therapy, Vol.80 Issue 4 (April 2017)
[article]
Titre : Usability of a video modeling computer application for the vocational training of adolescents with autism spectrum disorder Type de document : texte imprimé Auteurs : Rotem Rosen ; Patrice L. Weiss ; Massimo Zancanaro ; Eynat Gal Année de publication : 2017 Article en page(s) : p. 208-215 Langues : Anglais (eng) Mots-clés : autisme modélisation vidéo réhabilitation travail compétences sociales sofware Résumé : Introduction
Young adults with autism spectrum disorders often face substantial difficulty finding and retaining paid employment. This study aimed at evaluating the usability of Ready, Set, Work!, a video modeling application for use by adolescents with and without autism spectrum disorders, for participation in the vocational world, and to test whether it can discriminate between these two groups in terms of their response to simulated social dilemmas within vocational contexts.
Method
Twenty adolescents with autism spectrum disorders and 20 typically developing adolescents, aged 16–21 years, were trained to use the application, followed by completion of two usability tools: the Intrinsic Motivation Scale and a relevance questionnaire.
Result
Both groups found the application to be useful and relevant as a job readiness tool. The autism spectrum disorders group had significantly greater difficulty in identifying adaptive and maladaptive responses (Z = −2.74, p ≤ 0.05) and found the application to be more relevant compared to the control group (Z = −1.69, p ≤ 0.05).
Conclusion
Ready, Set, Work! appears to have good usability and social validity, suggesting the potential of this computerized video modeling tool to provide support for the acquisition and improvement of social vocational skills in adolescents in general and specifically in those with autism spectrum disorders.Permalink : ./index.php?lvl=notice_display&id=48403
in The British Journal of Occupational Therapy > Vol.80 Issue 4 (April 2017) . - p. 208-215[article] Usability of a video modeling computer application for the vocational training of adolescents with autism spectrum disorder [texte imprimé] / Rotem Rosen ; Patrice L. Weiss ; Massimo Zancanaro ; Eynat Gal . - 2017 . - p. 208-215.
Langues : Anglais (eng)
in The British Journal of Occupational Therapy > Vol.80 Issue 4 (April 2017) . - p. 208-215
Mots-clés : autisme modélisation vidéo réhabilitation travail compétences sociales sofware Résumé : Introduction
Young adults with autism spectrum disorders often face substantial difficulty finding and retaining paid employment. This study aimed at evaluating the usability of Ready, Set, Work!, a video modeling application for use by adolescents with and without autism spectrum disorders, for participation in the vocational world, and to test whether it can discriminate between these two groups in terms of their response to simulated social dilemmas within vocational contexts.
Method
Twenty adolescents with autism spectrum disorders and 20 typically developing adolescents, aged 16–21 years, were trained to use the application, followed by completion of two usability tools: the Intrinsic Motivation Scale and a relevance questionnaire.
Result
Both groups found the application to be useful and relevant as a job readiness tool. The autism spectrum disorders group had significantly greater difficulty in identifying adaptive and maladaptive responses (Z = −2.74, p ≤ 0.05) and found the application to be more relevant compared to the control group (Z = −1.69, p ≤ 0.05).
Conclusion
Ready, Set, Work! appears to have good usability and social validity, suggesting the potential of this computerized video modeling tool to provide support for the acquisition and improvement of social vocational skills in adolescents in general and specifically in those with autism spectrum disorders.Permalink : ./index.php?lvl=notice_display&id=48403 Exemplaires (1)
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Exclu du prêtThe use of video-modelling as a method for improving the social play skills of children with attention deficit hyperactivity disorder (ADHD) and their playmates / Sarah Wilkes-Gillan in The British Journal of Occupational Therapy, Vol.80 Issue 4 (April 2017)
[article]
Titre : The use of video-modelling as a method for improving the social play skills of children with attention deficit hyperactivity disorder (ADHD) and their playmates Type de document : texte imprimé Auteurs : Sarah Wilkes-Gillan ; Alycia Cantrill ; Reinie Cordier ; [et al...] Année de publication : 2017 Article en page(s) : p. 196-207 Langues : Anglais (eng) Mots-clés : modélisation video compétences sociales technologie Résumé : Introduction
We investigated child outcomes and mothers' perspectives following technology-based intervention sessions aimed at improving children's social play skills.
Method
Participants in this multiple case study included five children with attention deficit hyperactivity disorder, their mothers and five typically developing playmates, who had completed a parent-delivered play-based intervention 18 months previously. The initial intervention included the use of a technology-based interactive DVD at home and clinic-based sessions involving video-modelling. In this study, children received two additional technology-based clinic sessions involving video-modelling. Children's social play skills were measured pre- to post-intervention using the Test of Playfulness. Trends in scores were descriptively analysed by case. Mothers' perspectives were explored through semi-structured interviews; data were descriptively analysed by group and case.
Results
Two children with attention deficit hyperactivity disorder showed an increase in their social play skills, and three a decrease in skills. Of the playmates, three showed consistent social play skills, one an increase and one a decrease. Qualitative findings suggest parents felt better able to support their child. Parents also suggested next steps for the intervention were necessary as their child continued to develop.
Conclusion
Additional intervention support using technology after initial intervention may need to be adapted to different developmental stages and for use across different contexts.Permalink : ./index.php?lvl=notice_display&id=48400
in The British Journal of Occupational Therapy > Vol.80 Issue 4 (April 2017) . - p. 196-207[article] The use of video-modelling as a method for improving the social play skills of children with attention deficit hyperactivity disorder (ADHD) and their playmates [texte imprimé] / Sarah Wilkes-Gillan ; Alycia Cantrill ; Reinie Cordier ; [et al...] . - 2017 . - p. 196-207.
Langues : Anglais (eng)
in The British Journal of Occupational Therapy > Vol.80 Issue 4 (April 2017) . - p. 196-207
Mots-clés : modélisation video compétences sociales technologie Résumé : Introduction
We investigated child outcomes and mothers' perspectives following technology-based intervention sessions aimed at improving children's social play skills.
Method
Participants in this multiple case study included five children with attention deficit hyperactivity disorder, their mothers and five typically developing playmates, who had completed a parent-delivered play-based intervention 18 months previously. The initial intervention included the use of a technology-based interactive DVD at home and clinic-based sessions involving video-modelling. In this study, children received two additional technology-based clinic sessions involving video-modelling. Children's social play skills were measured pre- to post-intervention using the Test of Playfulness. Trends in scores were descriptively analysed by case. Mothers' perspectives were explored through semi-structured interviews; data were descriptively analysed by group and case.
Results
Two children with attention deficit hyperactivity disorder showed an increase in their social play skills, and three a decrease in skills. Of the playmates, three showed consistent social play skills, one an increase and one a decrease. Qualitative findings suggest parents felt better able to support their child. Parents also suggested next steps for the intervention were necessary as their child continued to develop.
Conclusion
Additional intervention support using technology after initial intervention may need to be adapted to different developmental stages and for use across different contexts.Permalink : ./index.php?lvl=notice_display&id=48400 Exemplaires (1)
Cote Support Localisation Section Disponibilité Revue Revue Centre de Documentation HELHa Campus Montignies Armoires à volets Document exclu du prêt - à consulter sur place
Exclu du prêt