Group: Analyzing Published Research Article Summary Table (25)

Module 4 Discussion-Licensing, Credentialing, Certification, And Privileging
September 6, 2022
As Psychiatric Mental Health Nurse Practitioner in a second semester
September 6, 2022
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Group: Analyzing Published Research Article Summary Table (25)

Student Name: M

 

Group: Analyzing Published Research Article Summary Table (25)

 

Articles (2 pts)

Authors (year)

 Study Purpose (2) Participants (2)

Numbers

Inclusion & Exclusion Criteria

 Interventions (5)

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).
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References

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