| Title: |
The Social Validity of Video Modeling versus Virtual Reality for Improving Students' Social Communication |
| Language: |
English |
| Authors: |
Maggie A. Mosher; Kathleen L. Lane; Amber L. Rowland; Adam C. Carreon; Sean J. Smith; Bruce B. Frey; Wayne S. Sailor; Neal M. Kingston; Haidee A. Jackson; Samantha R. Goldman; Angela A. Williams; Ankita Bhattashali |
| Source: |
Issues and Trends in Learning Technologies. 2024 12(2):3-34. |
| Availability: |
Arizona Board of Regents for the University of Arizona College of Applied Science & Technology and University of Arizona Libraries. 1510 East University Boulevard, Tucson, AZ 85721. e-mail:lbry-journals@arizona.edu; Web site: https://journals.librarypublishing.arizona.edu/itlt/ |
| Peer Reviewed: |
Y |
| Page Count: |
32 |
| Publication Date: |
2024 |
| Document Type: |
Journal Articles; Reports - Research |
| Education Level: |
Junior High Schools; Middle Schools; Secondary Education |
| Descriptors: |
Middle School Students; Modeling (Psychology); Video Technology; Computer Simulation; Intervention; Interpersonal Communication; Validity |
| ISSN: |
2693-0900 |
| Abstract: |
A mixed methods randomized control trial (RCT) was employed to investigate the social validity ratings (i.e., acceptability, appropriateness, and feasibility) of middle-school students using an innovative program of virtual social scenarios called VOISS (Virtual reality (VR) Opportunities to Integrate Social Skills) compared to an evidence-based, video modeling intervention, PEERS (Program for the Education and Enrichment of Relational Skills). Participants within ten classrooms in four states were randomly assigned to VOISS (N=60) and PEERS (N=60). In both conditions, participants experienced an estimated 300 minutes of the intervention spread over two to four months. All participants were given an adapted Children's Intervention Rating Profile (CIRP), the Intervention Appropriateness Measure (IAM), and the Feasibility of Intervention Measure (FIM) to determine their ratings of each intervention's acceptability, feasibility, and appropriateness. Results of statistical significance reveal that VOISS provides an effective and socially valid means of delivering social communication instruction to middle-school students. |
| Abstractor: |
As Provided |
| Entry Date: |
2025 |
| Accession Number: |
EJ1467804 |
| Database: |
ERIC |