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Published on: December 7, 2018
A comparison of peer video modeling and self video modeling to teach textual responses in children with autism
Alonna Marcus1, David A Wilder
1Florida Institute of Technology, Melbourne, Florida 32901, USA.
Abstract:
Peer video modeling was compared to self video modeling to teach 3 children with autism to respond appropriately to (i.e., identify or label) novel letters. A combination multiple baseline and multielement design was used to compare the two procedures. Results showed that all 3 participants met the mastery criterion in the self-modeling condition, whereas only 1 of the participants met the mastery criterion in the peer-modeling condition. In addition, the participant who met the mastery criterion in both conditions reached the criterion more quickly in the self-modeling condition. Results are discussed in terms of their implications for teaching new skills to children with autism.
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