Examining Video Self-Modeling in Promoting Food Acceptance in Children with Autism Spectrum

161 Pages·2017·1.54 MB·English

University of Connecticut
OpenCommons@UConn
Doctoral Dissertations University of Connecticut Graduate School
12-2-2014
Examining Video Self-Modeling in Promoting
Food Acceptance in Children with Autism
Spectrum Disorder in a School Setting
Gail M. Loughlin Rogers
University of Connecticut - Storrs, [email protected]
Follow this and additional works at:https://opencommons.uconn.edu/dissertations
Recommended Citation
Loughlin Rogers, Gail M., "Examining Video Self-Modeling in Promoting Food Acceptance in Children with Autism Spectrum
Disorder in a School Setting" (2014).Doctoral Dissertations. 598.
https://opencommons.uconn.edu/dissertations/598
Examining Video Self-Modeling in Promoting Food Acceptance in
Children with Autism Spectrum Disorder in a School Setting
Gail Marie Loughlin Rogers, Ph.D.
University of Connecticut
2014
Children with autism spectrum disorder have a higher incident of feeding problems as compared
with typical children and children with other developmental delays, with the feeding problems
more often identified as learned or behavioral. Research into the effectiveness of antecedent-
and consequence-based behavioral strategies continue to grow, with most research conducted
within clinical settings. As educators we strive for less restrictive and empirically validated
interventions within more naturalistic settings. Despite the growing body of research as to the
effectiveness of video modeling to affect change across a number of areas, research using video
modeling is sparse with respect to food acceptance in children with autism spectrum disorder.
The current study investigated the effectiveness of video self-modeling in promoting food
acceptance in children with autism spectrum disorder in a school setting. A multiple baseline
design across 3 children was employed to determine treatment effects. While data did not show
a discernable intervention effect, findings highlight the need for continued research into the
potential influences of family eating preferences, the impact of the characteristics of autism on
early feeding experiences, such as, deficits in communication, inflexibility and rigidity, and
motivation, on the development of learning histories. Further recommendations are made for
earlier intervention to include parent training and support using a multi-disciplinary team
approach.
Examining Video Self-Modeling in Promoting Food Acceptance
in Children with Autism Spectrum Disorder in a School Setting
by
Gail Marie Loughlin Rogers

MA, University of Connecticut, 1996
BA, University of Saint Joseph, 1994

Dissertation Submitted in Partial Fulfillment
of the Requirements for the Degree of
Doctor of Philosophy

University of Connecticut
2014

ii
Copyright by
Gail Marie Loughlin Rogers
2014
iii
APPROVAL PAGE

Doctor of Philosophy Dissertation

Examining Video Self-Modeling in Promoting Food Acceptance
in Children with Autism Spectrum Disorder in a School Setting

Presented by
Gail Marie Loughlin Rogers, B.A., M.Ed.

Major Advisor _________________________________________
Thomas J. Kehle

Associate Advisor _________________________________________
Stephen Greenspan

Associate Advisor _________________________________________
Rachelle Pérusse

University of Connecticut
2014
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Acknowledgements
I would like to take this opportunity to acknowledge the continued support of Dr. Stephen
Greenspan. Without him, my experience at the University would have not led me down the
rewarding path I have chosen. Dr. Greenspan generously gave his vast knowledge, time, and life
experiences as the foundation of how to make an impact on humanity. I would also like to thank
Dr. Thomas Kehle for his confidence and support throughout my years at the University and
beyond. His commitment to the profession and furthering research in education was an
inspiration to finally complete my doctoral degree. The insight and input from Dr. Patrick
Heick, Dr. John Driscoll, and Dr. Rachel Perusse was invaluable to keeping me on track and
focused on the research without losing sight of the reason why we do the research. Lastly, I
would like to thank my husband Dr. John Rogers, and my daughter Lynn Wagner for their
support and for never doubting my convictions and choices in life.

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Table of Contents
Chapter 1 ....................................................................................................................................... 1
Introduction ..................................................................................................................................... 1
Purpose of Study ......................................................................................................................... 3
Ethics and Consents .................................................................................................................... 4
Chapter 2 ....................................................................................................................................... 6
Literature Review ............................................................................................................................ 6
Prevalence of Autism Spectrum Disorder ....................................................................................... 6
Feeding Disorders ........................................................................................................................... 7
Feeding Problems in Children with ASD .................................................................................... 8
Assessing Feeding Disorders ...................................................................................................... 9
Current Intervention Strategies for Food Selectivity and Food Refusal .................................. 13
Peer Mediated Procedures to Address Food Preferences and Problems ................................. 15
Observational Learning and Social Theory .................................................................................. 16
Video Modeling ............................................................................................................................ 17
Video Modeling Applications .................................................................................................... 18
Video Modeling with Children with ASD .................................................................................. 19
Video Modeling and Feeding Disorders ................................................................................... 25
Rationale for the Current Study ................................................................................................ 25
Chapter 3 ..................................................................................................................................... 27
Research Methods and Procedures ............................................................................................... 27
Participants and Setting ................................................................................................................. 27
Researcher ................................................................................................................................ 27
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Teacher and Support Staff Recruitment .................................................................................... 28
Support Staff ............................................................................................................................. 28
Student Selection ....................................................................................................................... 28
Parent Permission and Student Assents .................................................................................... 29
Student Selection Criteria ......................................................................................................... 29
Student Participants .................................................................................................................. 30
Intervention Classroom Setting ................................................................................................. 33
Instruments and Materials ............................................................................................................. 34
Instruments ................................................................................................................................ 34
Materials ................................................................................................................................... 36
Procedures ..................................................................................................................................... 36
Screening Process ..................................................................................................................... 36
Target Food Selection ............................................................................................................... 38
Making of the Intervention Self-Modeling Video ...................................................................... 38
Measurement of Data ................................................................................................................ 40
Baseline Phase .......................................................................................................................... 40
Intervention Phase .................................................................................................................... 41
Follow up Phase ....................................................................................................................... 42
Chapter 4 ..................................................................................................................................... 43
Results ........................................................................................................................................... 43
Interobserver Agreement and Treatment Integrity ....................................................................... 43
Interobserver Agreement .......................................................................................................... 43
Treatment Integrity ................................................................................................................... 44
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Parent Ratings ............................................................................................................................... 45
Preferred food items ................................................................................................................. 45
Mealtime Behavior .................................................................................................................... 46
Breakfast Logs .......................................................................................................................... 48
Participant Responding ................................................................................................................. 49
Baseline Phase .......................................................................................................................... 49
Intervention Phase .................................................................................................................... 51
Follow-up data .......................................................................................................................... 54
Treatment Acceptability ................................................................................................................ 58
Behavior Intervention Rating Scale (BIRS) .............................................................................. 58
Chapter 5 ..................................................................................................................................... 60
Discussion ..................................................................................................................................... 60
Implications for Future Research ............................................................................................. 68
References .................................................................................................................................... 73
Appendices ................................................................................................................................... 93
Appendix A: Executive Director Consent Form for Participation in a Research Study ............... 94
Appendix B: Principal Consent Form for Participation in a Research Study ............................. 100
Appendix C: Teacher Recruitment Script ................................................................................... 108
Appendix D: Support Staff Recruitment Script .......................................................................... 111
Appendix E: Teacher Consent Form for Participation in a Research Study ............................... 115
Appendix F: Support Staff Consent Form for Participation in a Research Study ...................... 121
Appendix G: Parent Phone Call Script ....................................................................................... 127
Appendix H: Parental Permission Form for Participation in a Research Study ......................... 131
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Appendix I: Research Study Photo/Video Release Form ........................................................... 139
Appendix J: Participant Intake Questionnaire ............................................................................ 141
Appendix K: Child Assent Form: Written and Oral Script ......................................................... 143
Appendix L: Brief Assessment of Mealtime Behavior in Children ............................................ 144
Appendix M: Food Preference Inventory ................................................................................... 145
Appendix N: Behavior Intervention Rating Scale (BIRS) .......................................................... 147
Appendix O: Feeding/Swallowing Safety Screening ................................................................. 148
Appendix P: Treatment Integrity Checklist ............................................................................... 149
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