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Using video modeling to teach play comments to dyads with ASD
Essma W Ezzeddine1, Ruth M DeBar1, Sharon A Reeve1
1Caldwell University.
Journal of Applied Behavior Analysis
|August 6, 2019
Summary
Video modeling improved social commenting skills in children with autism spectrum disorder (ASD). Some children required additional support like tangible reinforcement for effective skill acquisition and generalization.
Area of Science:
- Psychology
- Developmental Psychology
- Behavioral Science
Background:
- Individuals with autism spectrum disorder (ASD) often exhibit challenges in social and conversational abilities.
- Video modeling is a recognized intervention for addressing social deficits.
- Limited research has explored using individuals with ASD as conversational partners in interventions.
Purpose of the Study:
- To assess the efficacy of video modeling in enhancing commenting skills during leisure activities for children with ASD.
- To investigate the necessity of supplementary interventions alongside video modeling.
Main Methods:
- A multiple-probe-across-activities design was employed.
- The study involved dyads of children with ASD.
- Intervention focused on scripted commenting during shared leisure time.
Main Results:
- Video modeling alone successfully increased scripted statements for half of the participants (3 out of 6).
- The remaining participants required a combination of video modeling, tangible reinforcement, and prompts.
- Observed improvements were maintained for 1 to 3 weeks post-intervention.
Conclusions:
- Video modeling is a viable strategy for improving commenting skills in children with ASD.
- Individualized support, including reinforcement and prompts, may be crucial for some children.
- The intervention demonstrated social validity, with positive feedback on procedures, goals, and outcomes.
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