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dc.contributor.authorBork, Poling Marianne
dc.date.accessioned2016-09-21T20:00:58Z
dc.date.available2016-09-21T20:00:58Z
dc.identifier.urihttp://hdl.handle.net/10464/10427
dc.description.abstractThis mixed methods study examined efficacy of augmented video self-modeling (VSM) as an intervention technique for young children with selective mutism (SM). Participants included 3 children aged 8 (including a set of twins) and their parents and classroom teachers. The first, quantitative phase was guided by Kehle, Madaus, Baratta, and Bray (1998), who proposed using augmented VSM as an intervention package comprising a combination of video self-modeling, stimulus fading, and reinforcement behavioural techniques. The second, qualitative phase was to identify participants’ experience and perspective on augmented VSM, and to examine contexts and individual cases of SM and results obtained from the first phase of the study. Parents, teachers, and the researcher conducted a comprehensive assessment of participants’ verbal behaviour across multiple settings and throughout baseline, intervention, post-intervention, and 1-month follow-up. Interviews with open-ended questions elicited perspectives of parents and teachers, while close-ended post-intervention questionnaires with the children revealed individual experience with the intervention. Statistical analyses indicated participants’ verbal communicative behaviour increased significantly during post-intervention, and their progress was maintained at 1-month follow-up. Communication scores increased significantly for all children. All parents and teachers rated the intervention as effective, with one parent further commenting that intervention results exceeded her expectations. A recent meeting with the school board’s Speech Language Pathologist revealed the 3 participants are speaking freely inside the school, and that the twins are indistinguishable from other children 1 year post-study. Limitations of the study and future research implication and direction are discussed.en_US
dc.language.isoengen_US
dc.publisherBrock Universityen_US
dc.subjectSelective and mutismen_US
dc.subjectAugmented and Video and Self-modelingen_US
dc.subjectInterventionen_US
dc.subjectYoung and Childrenen_US
dc.subjectMixed and method and designen_US
dc.titleAugmented Video Self-Modeling as an Intervention Technique for Young Children with Selective Mutism: An Explanatory Sequential Studyen_US
dc.typeElectronic Thesis or Dissertationen_US
dc.degree.namePh.D. Educational Studiesen_US
dc.degree.levelDoctoralen_US
dc.contributor.departmentDepartment of Graduate and Undergraduate Studies in Educationen_US
dc.degree.disciplineFaculty of Educationen_US


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