Simulation to Build Empathy in Adolescents With Autism ...Simulation to Build Empathy in ...

192 Pages·2013·1.31 MB·English

by  Gillian Kajganich

Simulation to Build Empathy in Adolescents With Autism Spectrum Disorders: a
Video Modeling Study

Gillian Kajganich

Thesis submitted to the Faculty of Graduate and Postdoctoral Studies in partial fulfillment of
the requirements for a doctoral degree Education

Graduate Studies
Faculty of Education
University of Ottawa

© Gillian Kajganich, Ottawa, Canada, 2013
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Abstract

Since a deficit in empathy is not only characteristic among individuals with autism
spectrum disorder (ASD) but categorically used in defining ASD, it is of utmost importance
to explore educational avenues to build prosocial skills among this group. This study sought
to explore the primary research question: What impact does the implementation of an
empathy-focused video modeling intervention have on frequency of empathic behaviour
among adolescents with ASD? The secondary research questions examined were: In what
ways does employing a video modeling simulation intervention using the Model Me Kids
Friendship program impact the ability of adolescents with ASD to demonstrate empathic
behaviour? How do adolescents with ASD express or speak about their empathic behaviour
following participation in a simulation intervention using Model Me Kids Friendship? How
do the Educational Resource Facilitators (teaching assistants) perceive the same individuals’
empathic behaviour following participation in a simulation intervention using Model Me
Kids Friendship (MMF)?
This mixed methods study explores 1 particular video modeling simulation program
as a focused approach to building empathic behaviour among adolescents with ASD. The
theoretical framework presented blends theory of mind, simulation theory, and
psychological theories of empathic behaviour including the inherent motor, cognitive, and
emotional components. Individuals with ASD may not learn empathic behaviours solely
through observation as typically developing children do, but findings suggest that through
video simulation, practice may, in fact, lead to increased empathic behaviour. The
quantitative findings were not significant but did show increase in motor empathy behaviour
ratings among intervention group participants. Support for video modeling as a vehicle to
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teach empathic behaviour was provided by qualitative data collected over the course of 4
months contextualizing specific examples of empathic behaviour exhibited by participating
teens with ASD. There is a link made between high levels of systematizing among teens on
the spectrum (the drive to analyze and build a system) and video modeling as a means to
foster empathic behaviour, thereby supporting an increased use of video simulation
strategies to teach social skills among this group.
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Acknowledgements

To Dr. Carole Senechal: You have instilled dedication in my work. Your commitment to not
only my study but my personal well-being motivated me towards completion. To committee
members Dr. Raymond Leblanc, Dr. Cameron Montgomery, and Dr. Jessica Whitely:
Thanks for your constructive feedback, wisdom, and unwavering scrutiny. Ultimately, this
study would not have been possible without the support of Dana Sheahan, Cathy Hill, Brent
English, Joanne Geddis, Joanne Murray, the staff of the Regional Program, and the Peel
District School Board. In the end, the willingness of students and support staff to try
something new was not only imperative but truly inspiring.
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Dedication

To all my family and friends who stood by me through the life changes required to reach this
point. To my most loyal supporter, constant listener, and last minute editor: I love you mom!
To my brother and his girls who let me camp out at their house for nearly two years: I love
you and owe you always. To my friends (Kathryn Condotta, Amanda Denoble, Shenin
Yazdanian, Katie Levalds, and Michelle Vivian) who kept me motivated when my
inspiration waned and the end seemed so distant- I will always treasure your belief. One of
you once said “if you are waiting to be in the mood to write, you will not do anything today.
Just sit down and start.” It worked (those words have been my screensaver for two years).
This would never have been possible without all of you!
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List of Acronyms and Abbreviations

ABA applied behaviour analysis
ASD autism spectrum disorder
ERF educational resource facilitator (commonly known as teaching assistants)
MMK Model Me Kids video series (complete)
MMF Model Me Friendship video portion (intervention)
MT modularity theory of mind
ToM theory of mind
– TT theory theory of mind
SSRS Social Skills Rating Scale
ST simulation theory of mind
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Table of Contents

Chapter 1: Introduction and Description of the Problem…………………………….1

Chapter 2: Literature Review…………………………………………………………..8

Definitions
Earliest Studies of ASD: A Historical Glance at the Medical Model

Social Development of Empathy in Typical and ASD Development
Theory of Mind (ToM) and Empathy

Use of Imitation and Modeling

Chapter 3: Theoretical Framework……………………………………………………36
Defining the Construct of Empathy
Complex Relationship between Empathy and ToM in ASD

Theory of Mind as a Means to Explore Empathy among ASD
Research Questions

Chapter 4: Methodological Framework…………………………………………...….53
Mixed Methods Design
Participants
Context
Procedures
Quantitative Instrumentation
Qualitative Instrumentation
Critique of Instruments: Validity and Reliability
Quantitative Data Analysis
Qualitative Data Analysis

Chapter 5: Results …………………………………………………………….……....82

Quantitative Results
Control Group Findings
Intervention Group Findings

Qualitative Results
Context

Including Others
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Showing Interest in Peers

Empathy of the Highest Level

Body Language Awareness

Rejection

Compromise

Friendship

Chapter 6: Discussion and Analysis of Findings…………………………….. 113

What impact does the implementation of an empathy-focused video
modeling intervention have on displays of empathic behaviour among
adolescents with ASD?

In what ways does employing a video modeling simulation
intervention using the Model Me Kids Friendship program enhance
the ability of adolescents with ASD to demonstrate empathic
behaviour?

How do the assistants perceive the same individuals’ empathic
behaviour following participation in a simulation intervention using
Model Me Kids Friendship (MMF)?

Chapter 7: Conclusions and Contribution to the Field of Education……………….141

References……………………………………………………………………………….150
Appendices

Appendix A: Conceptual and Methodological Framework
A.1 Conceptual and methodological framework
A.2 Decision making tree and figure of embedded mixed methods

Appendix B: Sample Recruitment Texts and Consent Forms for Participants
B.1 Student recruitment pamphlet
B.2 Student consent form
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Appendix C: Procedure

C.1 Outline of Model Me Friendship video clips
C.2 Alignment of research questions, data sources and timeline

Appendix D: Quantitative Instrumentation

D.1 Instructions attachment to student self-rating
D.2 Tool #1 SSRS student self-rating for completion
D.3 Blueprint of dimensions measured in developed tool
D.4 Tool #2 -teacher/assistant rating
D.5 Attachment to ERF student rating

Appendix E: Qualitative Instrumentation

E.1 Tool #3- teacher/assistant behaviour observation log
E.2 Attachment 1 to ERF observation log
E.3 Attachment 2 to ERF observation log
E.4 Developmental guidelines for an observation log
E.5 Guidelines for training participating staff

Appendix F: Data Analysis

F.1 Critique of investigation (pilot test findings)
F.2 Pilot test package samples
Peer researcher feedback from pilot test (March 2010)

F.3 Data analysis path
F.4 Summary of quantitative findings
F.5 School-wide bullying survey results (2012)
F.5 Student comic showing high level of empathy
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List of Tables
Table:
1: Study Participants …………………………………………………………………..60
2: Perceived Threats to Reliability and Potential Solutions…………………………...77
3: SSRS Empathy Subscale……………………………………………………………84
4: Control Group Results ……………………………………………………………...86
5: Summary of Descriptive Statistics for Control Group …………………………......88
6: Intervention Group Results …………………………………………………………90
7: Summary of Descriptive Statistics for Intervention Group ………………………...92

List of Figures
1: Theoretical and Methodological Framework………………………………………..66
2: Data Collection and Analysis Path …………………………………………….......74