Targeting Question-Asking Initiations in College Students With ASD Using a Video-Feedback Intervention

Abstract

Social conversational vulnerabilities associated with autism spectrum disorders (ASDs) generally persist into young adulthood and have a detrimental impact on short- and long-term academic, vocational, and interpersonal success. In light of these challenges, there is a growing need for targeted interventions to improve the social competencies of this population. The current study examined the effects of a video-feedback intervention that targeted a key social conversational skill—making social initiations to one’s conversational partner. A multiple-baseline research design across three college students with ASD indicated that the use of video feedback to target question-asking initiations was associated with improvements in (a) total questions asked, (b) conversational pauses, (c) nonperseverative discussion, (d) conversational reciprocity, and (e) perceived confidence. These findings generalized across contexts and conversation partners, suggesting that this intervention strategy may hold promise for promoting key social competencies in young adults with ASD.

Technology-Based Self-Monitoring and Visual Supports to Teach Question Asking Skills to Young Adults With Autism in Community Settings

“…Given that individuals with ASD may perseverate on topics and are less likely to initiate and respond to conversational exchanges (Ying Sng et al, 2018), teaching skills necessary for reciprocal conversation is important. We agree with other researchers (Detar & Vernon, 2020; Gregori et al, 2022; Plavnick & Dueñas, 2018) who have noted that question asking skills is one discrete skill within the broader goal of effective conversation skills and social competence. However, this is the first study that has used I-Connect to teach social communication skills and represents an initial inquiry into this area.…”

A Review of Developing Communication Skills for Students with Intellectual and Developmental Disabilities on College Campuses

“…Two teams reported the use of self-monitoring strategies (Pennington et al, 2014; Smith, 2015). One team provided participants the opportunity to review video recording performances (Detar, 2013), and one reported to check in with participants to provide opportunities to analyze their performance (Robinson, 2017).…”

“…One half of the investigative teams ( n = 4) calculated an effect size measure. All four of the studies used an effect size measure that was determined by overlapping methods (Detar, 2013, such as PND (percentage of non-overlapping data; Mason et al, 2012; Smith et al 2019) or IRD (improvement rate difference; Smith, 2015). Detar also reported using an additional effect size measure, Cohen’s d .…”

Social skills in neurodevelopmental disorders: a study using role-plays to assess adolescents and young adults with 22q11.2 deletion syndrome and autism spectrum disorders

“…Psycho-educational techniques, such as video-feedback interventions, were shown to be a reliable method to help individuals with ASD decode social cues and improve their social skills, such as engaging in conversation or being empathetic and reciprocal. Therefore, these techniques could be used to increase socially appropriate behaviors during social interactions (e.g., [ 74 , 75 ]). However, there is an ongoing debate regarding how to teach social skills most effectively (e.g., [ 76 ]), and whether training social skills may have long-term negative effects, including increased camouflage (e.g., [ 77 ]).…”