REQUESTING BY PRESCHOOLERS WITH DEVELOPMENTAL-DISABILITIES - VIDEO-TAPED SELF-MODELING AND LEARNING OF NEW LINGUISTIC STRUCTURES

This research capitalized on a powerful form of observational learning to teach linguistic structures not evident in the expressive language of children with developmental delays. Specifically, the effects of v ideotaped self-modeling on the acquisition of new linguistic structure s used for requesting were investigated. Three preschoolers with devel opmental disabilities were taught semantic relations not present in th eir expressive repertoires. To prepare self-modeling videotapes, child ren first were prompted to imitate specific linguistic structures in s imulated classroom requesting situations. Editing of the videotapes re moved prompts to generate examples of competent performance so that ch ildren could view themselves performing targeted structures as request s, correctly and independently. Linguistic performance during requesti ng opportunities was monitored during classroom activities. A multiple baseline design across children was used to assess the effects of vie wing brief, self-modeling videotapes. All 3 children learned their goa ls through self-modeling. Consistent performance during classroom acti vities was not demonstrated, however, until a question (i.e., ''What d o you need?'') was introduced in the classroom and in two cases after videos were viewed in the classroom. Despite these initial generalizat ion difficulties, the results indicate videotaped self-modeling is pot entially effective for teaching children with disabilities to use ling uistic structures.