Using video modeling to teach complex social sequences to children with autism.

School of Health Sciences and Social Care, Brunel University, Uxbridge, Middlesex, UB8 3PH, England.
Journal of Autism and Developmental Disorders (Impact Factor: 3.34). 05/2007; 37(4):678-93. DOI: 10.1007/s10803-006-0195-x
Source: PubMed

ABSTRACT This study comprised of two experiments was designed to teach complex social sequences to children with autism. Experimental control was achieved by collecting data using means of within-system design methodology. Across a number of conditions children were taken to a room to view one of the four short videos of two people engaging in a simple sequence of activities. Then, each child's behavior was assessed in the same room. Results showed that this video modeling procedure enhanced the social initiation skills of all children. It also facilitated reciprocal play engagement and imitative responding of a sequence of behaviors, in which social initiation was not included. These behavior changes generalized across peers and maintained after a 1- and 2-month follow-up period.

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    • "The maintenance of newly acquired social skills over time is an important consideration for social skills training, yet assessment of maintenance of skill acquisition is rarely examined in treatment studies or clinical programs, calling into question how beneficial these programs are in the fullness of time (Kasari & Locke, 2011; White et al., 2007). Although there have been some follow-up studies of social skills interventions for school-age children with assessments ranging from 2 weeks to 9 months postintervention (Barry et al., 2003; Beaumont & Sofronoff, 2008; Bock, 2007; Castorina & Negri, 2011; DeRosier & Marcus, 2005; Frankel et al., 2010; Gena, Couloura, & Kymissis, 2005; Laushey & Heflin, 2000; Nikopoulos & Keenan, 2007; O'Connor & Healy, 2010; Sansosti & Powell-Smith, 2006; Wood et al., 2009), the literature for adolescents is much more limited. Only two follow-up studies of social skills training for adolescents with ASD appear to exist. "
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    • "Video modeling is a technique in which a model demonstrates a desired behavior for a student with ASD to imitate or to analyze inappropriate behaviors. Video modeling has been effective in teaching conversation skills (Charlop and Milstein 1989), play-related comments (Taylor et al. 1999) and social initiations (Haymes 1995; Nikopoulos and Keenan 2007). For example, Charlop-Christy et al. (2010) demonstrated that video modeling resulted in appropriate verbal comments, intonation, gestures, and facial expressions during social interactions by students with ASD. "
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    • "Modeling techniques have been effective methods of teaching and video modeling seems particularly helpful for enhancing social functioning of children with autism (Charlop-Christy et al. 2000; Nikopoulos and Keenan 2007). Video may facilitate observational learning in autism by selectively focusing attention, maintaining learned material through repetition, and reproducing behavior via rehearsal in a medium (video) that children enjoy (Corbett and Abdullah 2005). "
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