This study showed the effectiveness of Video Modeling Module for children with ASD.
It is shown by looking at the rankings of social interaction scores before and after the implementation in experimental (using the Video Modeling Module) and control groups (regular teaching) in children with ASD. The findings showed that there are positive changes for experimental group after the implementation of Video Modeling Module. Based on the result from this study, we can conclude that there was a significant increase in social interaction among ASD children. It can be explained that video modeling is a promising practice that we could consider implementing in children with ASD. Video modeling also can describe as an effective intervention strategy to improve social interaction of children with ASD.
Group Test Mean Standard
Deviation (SD) Value p Experimental
Pre 47.35 11.65
z = -3.832 .000
Post 52.95 10.72
Control
Pre 31.65 6.92
t = 1.453 .163
Post 31.35 7.29
This finding is supported by Bellini and Akullian (2007), who concluded in a meta- analysis of 23 studies published between 1987 and 2005, that video modeling could be effective in social-communication skills, functional skills, and behavioral functioning.
Specific areas successfully addressed in research include social skills (Bellini, Akullian, &
Hopf, 2007), play behavior (Reagon et al., 2006), conversation skills (Wert & Neisworth, 2003), and self-help skills (e.g., Shipley-Benamou, Lutzker, & Taubman, 2002). Very few studies have addressed behavioral functioning; however, these studies have examined problem behavior and off-task behavior with promising results (Bellini & Akullian, 2007).
Video modeling is also promising in the school environment because of its cost- effectiveness and the ease with which it can be implemented. Since videotapes provide a permanent product, one video recording of a model’s actions could reduce the cost of live models employed in training programs (Racicot & Wogalter, 1995). In addition, they also analyzed the time needed to execute both methods, and concluded that the amount of time needed for video modeling was substantially less than the amount of time needed for regular teaching (Charlop-Christy, 2000). The use of video modeling also may be successful because the video can repeatedly provide reinforcement of the behavior or skill while a teacher may be interrupted and cannot always provide repetition of instruction (Mechling & Gustafson, 2008)
In a nutshell, ASD children of the treatment group in this study showed positive significant changes in social interaction instrument after the implementation of video modeling module. The findings proved that the Video Modeling Module could significantly increase social interaction in children with autism. The previous teaching skills for ASD children which were based on verbal information were transformed to visual information which more fun. For future study, in order to see the effectiveness of this Video Modeling Module; it is best to do a study on other ASD children using this module.
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Mohd Hizwan Mohd Hisham1 , Muhammad Sukri Saud2 & Yusri Kamin3
1,2&3
Fakulti Pendidikan, Universiti Teknologi Malaysia (UTM), Malaysia
p-sukri@utm.my Abstract:
Teachers are the backbone of the education system in technical education and the executor of the policies and goals that have been set by the government through the Ministry of Education. Creative thinking is one of the higher order thinking skills that are involves both cognitive skills and dispositions. Empirical research suggest that people begin developing creative thinking at a very young age. Teachers are urged to provide explicit instruction in creative thinking which to teach how to transfer knowledge creatively towards students. In order to transfer creative thinking, teacher should be infused with the sub skills that are contributing to the development of creative thinking among teacher.
Keywords: Creative Thinking, Higher Order Thinking Skills, Teacher
1.0 Introduction
Higher order thinking skills has been implemented in Malaysia since 1988 through Malaysia Integrated Curriculum for Secondary Schools (MICSS). The objective of this implementation is to make students learn how to think more creatively and critically (Yee et.
al, 2011). Thinking skills are needed not only in the worlds of work, education and training but in the context of family friendship and community and in the construction of personal and shared beliefs and values. There is a good evidence that organizations are more successful the more they involve their members in the process of problem solving and decision making. In the information age, qualities of independence and flexibilities are highly valued and learning to learn has become an important goal. Rapid changes in the world in of work required vocational college or technical and vocational education and training providers to strengthen their role in producing highly skilled human capital to supply the industrial demand (Jailani, Wan Mohd Rashid, Noraini and Wahid, 2005).