Effects of Video Modeling on Social Initiations by Children With Autism

Abstract

We examined the effects of a video modeling intervention on social initiation and play behaviors with 3 children with autism using a multiple baseline across subjects design. Each child watched a videotape showing a typically developing peer, and the experimenter engaged in a simple social interactive play using one toy. For all children, social initiation and reciprocal play skills were enhanced, and these effects were maintained at 1- and 3-month follow-up periods.

Using Video Modeling to Teach Complex Social Sequences to Children with Autism

“…First, whilst the experimenter lacked of a history of reinforcement with the participants, the latter's responding could be acquired and maintained by naturally occurring contingencies of reinforcement (e.g., Gena & Kymissis, 2001;Kohler & Greenwood, 1986). That is, the video display might have altered the reinforcing effectiveness of the toy/objects as an example of an establishing operation (Nikopoulos & Keenan, 2004a) which was evidenced by the fact that extinction did not occur in any of the generalization situations (e.g., Koegel, Camarata, Valdez-Menchaca, & Koegel, 1998). Second, a history of reinforcement for imitative responding might exist for these participants by the social community prior to the current study (Masia & Chase, 1997), providing an instance of generalized imitation (e.g., Baer & Deguchi, 1985;Young, Krantz, McClannahan, & Poulson, This article is a version after peer-review, with revisions having been made (i.e., pre-publication version).…”

The role of imitation in video-based interventions for children with autism

“…Interestingly though, four of the higher functioning children with ASD did perform to criterion on the spontaneous imitation task, and in a similar, later study by Nikopoulos and Keenan [33] a further three children with ASD performed to criterion on a task requiring spontaneous imitation skills. Compared to imitation research using in-vivo modelling [30, 34, 35] these video-based outcomes are impressive.…”

Using Film Study to Teach Perspective Taking in High School Students with Autism and Other Social Cognition Challenges

“…In fact, because therapists' guides are developed in response to the specific events of each film, and generated by therapists prior to each lesson to meet the needs of students, manualization would be difficult. That said, the developers of Film Study are in the process of creating therapists' guides for each of the films they have used thus far with students, and these guides could potentially be tested across multiple settings [28][29][30][31][32][33][34][35].…”