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

Abstract

The purpose of this study was to examine the efficacy of video self-modeling with video feedback using iPads for establishing mands and greeting to peers in three young children with autism using a multiple probe single subject design across participants. Findings demonstrated that the intervention was effective for improving the target behaviors of two of the three participants. Independent mands generalized and were maintained, both short and long term, for two participants. Greetings generalized and were maintained in the short-term for one participant. Social validity results indicated that the raters viewed the intervention as beneficial for improving mands and greetings to peers.