| Description |
The aim of this study was to explore social and attending skills in realms of video modeling interventions in an inclusive early childhood Montessori classroom. A growing body of literature shows that the instruction of video modeling positively affects social skills, especially amongst children with different abilities. In this study, short videos were recorded and presented to three children. The videos focused on the children performing daily mannerisms and tasks in the environment. The data was derived and recorded from co-teacher semi-structured interviews, children's social skills checklists, works completed, and generalized behavior changes. Findings showed greater social skills and working behavior in the classroom environment for the children studied. There were positive increases in language and social interactions, attention skills, and use and functionality of lessons. There was also a decrease in mal-adaptive behaviors. The findings support the applicability and uses of video modeling in inclusive classrooms for teaching complex social interaction and working behavior in young children including those with and without Autism Spectrum Disorder. Implications for video modeling as an instruction in the classroom are provided. |
