Development of emotional skills through videomodeling: A case study with a non-verbal participant

Abstract

BACKGROUND: Videomodeling is an effective technological tool for intervention and rehabilitation of children with autism spectrum disorders in different contexts. OBJECTIVE: The purpose of this paper is to verify whether a videomodeling intervention is effective for the acquisition of social and emotional behaviour and skills of children with ASD using tablet PC. METHODS: One 6-year-old child with ASD, who does not use verbal communication, was involved in a multiple baseline across behaviours design: the independent variable was the videomodeling intervention, instead the dependent variable was the participant behaviour. Intervention was preceded by a pre-session of Functional Communication training. An intersubject analysis was used to evaluate participant percentage of response through the sessions. RESULTS: The participant showed a marked improvement in his emotional skills. The intersubjective analysis carried out shows the sharp increase in response in many target behaviours from the baseline to the intervention phase. A limitation of the study was the lack of time: there were only two inversion sessions, no follow-up evaluation, no generalization and no double-blind study. CONCLUSIONS: It would be interesting for future research to extend it to everyday life scenarios, to enhance generalization in other contexts, involving a larger number of people with ASD.

Relationships between Affect Recognition, Empathy, Alexithymia, and Co-Occurring Conditions in Autism

“…One study found that modeling based on recorded self-recordings was associated with faster acquisition of affect recognition and empathic responses skills compared to peer-video recording modeling [ 48 ]. Preliminary studies have found this method was effective in teaching children to recognize and label emotions, even in nonverbal participants [ 49 ]. In addition, prior studies indicated that virtual reality was effective in emotion regulation and management and can also lead to the generalization of skills to nonpracticed situations [ 50 , 51 , 52 ].…”

Exploring the Acquisition of Social Communication Skills in Children with Autism: Preliminary Findings from Applied Behavior Analysis (ABA), Parent Training, and Video Modeling

“…There are several evidence-based practices derived from ABA for teaching prosocial and social behaviors, such as differential reinforcement, naturalistic intervention, social narratives, discrete trial training (DTT), prompting, parental training, and video modeling [11,13,14]. Some of these strategies allow the use of interventions designed to avoid errors or incorrect answers, which is known as errorless learning.…”

Measuring Engagement in Robot-Assisted Therapy for Autistic Children

“…The study’s results suggest that this method could provide a new means for assessing young children with ASD and a starting point for rehabilitation treatments. In another example, Regaa et al [ 7 ] examined the effectiveness of a video modeling intervention for social and emotional behavior and skills in children with ASD using a tablet PC. The study showed a marked improvement in emotional skills, highlighting the potential of video modeling as an effective technological tool for intervention and rehabilitation of children with ASD.…”