Student Name: M
Group: Analyzing Published Research Article Summary Table (25)
|Articles (2 pts)|
|Study Purpose (2)||Participants (2)|
Inclusion & Exclusion Criteria
Intervention Contents & Procedures OR
Description of Procedure for Descriptive Study
|Data Collection with Measurement Tools (4)||Participants Sociodemographic Findings) (5)|
Study Results/Findings (5)
|* Kurnaz & Yanardag (2018)|
|* “To investigate the effectiveness of the video self-modeling procedure in teaching active video game skill to children with ASD” (Kurnaz & Yanardag, 2018, p. 455).|
|* Four participants|
* 3 boys and 1 girl.
* The eligibility criteria were that the participants had difficulty in communication and social integration skills, able to follow verbal and visual prompts for about 5 minutes, able to watch images on a screen, able to imitate motor skills, and able to watch videos on tablet or television for about 3 minutes. The parents had to give a verbal approval, and also sign an informed consent form (Kurnaz & Yanardag, 2018).
|* The intervention was video self-modeling.|
* The participants watched a video clip on a tablet, and performed the active video game skill. Each participant had two intervention sessions with a one-hour break in between the sessions (Kurnaz & Yanardag, 2018).
|* Kurnaz and Yanardag (2018) used the observation method.|
* The data collection tools used in the study included a writing pad, data collection forms, a flash memory stick, a pencil, and a social validity questionnaire form.
|* All the participants of the study were of the age of 7 years old (Kurnaz & Yanardag, 2018).|
* All the participants were diagnosed with autism spectrum disorder (ASD) and included in special education programs, and had some difficulty in communication and social integration skills.
* Interobserver agreement was 100% for all the participants (Kurnaz & Yanardag, 2018). The procedural reliability was established on 92% of the participants (Kurnaz & Yanardag, 2018).
* All the participants were able to produce correct responses in the active video game skill after the intervention.
* All the parents stated that active video game skill was important to their children.
* All parents stated that the skill allowed the children to actively occupy themselves.
* All parents stated that the skill would allow the children to play with peers, affirmed the learning of the new skill, and preferred self-modeling to peer modeling.
*All parents stated that the skill would increase physical activity in children (Kurnaz & Yanardag, 2018).
* Three parents stated that they would buy an active video game console for their child.
*All the parents did not find any dislike with the intervention (Kurnaz & Yanardag, 2018).
Kurnaz, E., & Yanardag, M. (2018). The effectiveness of video self-modeling in teaching active video game skills to children with autism spectrum disorder. Journal of Developmental and Physical Disabilities, 30(4), 455-469. https://doi.org/10.1007/s10882-018-9596-y