Establishing Verbal Repertoires in Children With Autism Using Function-Based Video Modeling

Abstract

Previous research suggests that language-training procedures for children with autism might be enhanced following an assessment of conditions that evoke emerging verbal behavior. The present investigation examined a methodology to teach recognizable mands based on environmental variables known to evoke participants' idiosyncratic communicative responses in the natural environment. An alternating treatments design was used during Experiment 1 to identify the variables that were functionally related to gestures emitted by 4 children with autism. Results showed that gestures functioned as requests for attention for 1 participant and as requests for assistance to obtain a preferred item or event for 3 participants. Video modeling was used during Experiment 2 to compare mand acquisition when video sequences were either related or unrelated to the results of the functional analysis. An alternating treatments within multiple probe design showed that participants repeatedly acquired mands during the function-based condition but not during the nonfunction-based condition. In addition, generalization of the response was observed during the former but not the latter condition.

A Comparison of Vocal Mand Training Strategies for Children With Autism Spectrum Disorders

“…The lone exception to this pattern was for Paula, who acquired the same number of mands under both conditions but mastered more mands taught during the video-based condition. These results support previous research documenting the benefits of video modeling (e.g., Charlop-Christy, Le, & Freeman, 2000;Nikopoulos & Keenan, 2004;Plavnick & Ferreri, 2011) and speak to its potential as a viable instructional method for initial mand training.…”

“…However, no previous research has directly compared any form of script fading procedure with an in vivo model during mand training. In addition, recent technological advancements offer a number of options for easily created prerecorded scripts, including the use of video models (e.g., Plavnick & Ferreri, 2011). Video modeling is a procedure whereby a video of another person performing the target behavior is prepared ahead of time and shown to the learner prior to the learner having an opportunity to perform the skill (Bellini & Akullian, 2007).…”

A POSITIVE SOCIALIZATION MODEL FOR CHILDREN WITH AUTISM SPECTRUM DISORDERS (ASD): COMPREHENSIVE AND INTERDISCIPLINARY APPROACHES. Part 1. Foreign models of teaching social skills to children with ASD

“…Данный подход объединяет методы и техники, предполагающие обучения детей и подростков с РАС социальным навыкам посредством демонстрации этих навыков с помощью видеоаппаратуры. Это один из немногих методов, который научно обоснован и верифицирован как дей-ственный способ улучшения социального функционирования таких детей [7]. Некоторые исследования отмечают, что использование видеомодели-рования при обучении ребенка с РАС бывает более эффективным, чем при использовании живых моделей.…”

Teaching Social Initiation Skills to Young Children with Autism Using Video Self-Modeling with Video Feedback

“…VBI is a possible intervention for establishing mands, because it allows children to observe an evocative event, produce the target mand as a result of that evocative event, and have the communication partner provide consequences to the child [9]. Video modeling, a VBI approach, used by Plavnick and Ferreri [9] was effective for establishing a vocal mand repertoire in four children with autism who displayed severe language impairment. In experiment 1, they determined the function of mands using a functional analysis and then in experiment 2, they used peers as models in the video vignettes and adults as communication partners to teach three vocal mand pairs (e.g.…”