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
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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- "Video modeling has consistently gained empirical support for improving various aspects of social functioning and teaching adaptive behaviors in children with autism (Charlop and Milstein 1989; Charlop-Christy et al. 2000; Corbett 2003; LeBlanc et al. 2003; Haring et al. 1987; MacDonald et al. 2009; Maione and Mirenda 2006; Nikopoulos and Keenan 2007; Odluyurt 2013). The use of video can facilitate observational learning and generalization of behavior (Corbett 2003; Corbett and Abdullah 2005; Corbett et al. 2011; Jones et al. 2014). "
ABSTRACT: The efficacy of a peer-mediated, theatre-based intervention on social competence in participants with autism spectrum disorder (ASD) was tested. Thirty 8-to-14 year-olds with ASD were randomly assigned to the treatment (n = 17) or a wait-list control (n = 13) group. Immediately after treatment, group effects were seen on social ability, (d = .77), communication symptoms (d = -.86), group play with toys in the company of peers (d = .77), immediate memory of faces as measured by neuropsychological (d = .75) and ERP methods (d = .93), delayed memory for faces (d = .98), and theory of mind (d = .99). At the 2 month follow-up period, group effects were detected on communication symptoms (d = .82). The results of this pilot clinical trial provide initial support for the efficacy of the theatre-based intervention.
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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. "
ABSTRACT: Social deficits are a hallmark characteristic among adolescents with autism spectrum disorders (ASD), yet few evidence-based interventions exist aimed at improving social skills for this population, and none have examined the maintenance of treatment gains years after the intervention has ended. This study examines the durability of the Program for the Education and Enrichment of Relational Skills (PEERS), a manualized, parent-assisted social skills intervention for high-functioning adolescents with ASD. Targeted skills related to the development and maintenance of friendships were assessed 1–5 years following treatment for 53 adolescent participants and their parents. Results indicate that adolescents receiving PEERS maintained treatment gains at long-term follow-up on standardized measures of social functioning including the Social Skills Rating System and the Social Responsiveness Scale as well as in frequency of peer interactions and social skills knowledge. Perhaps due to parent involvement in treatment, results reveal additional improvements in social functioning at follow-up assessment.
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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. "
ABSTRACT: Stalking behavior among some students with Autism Spectrum Disorders (ASDs) is of concern both for the individual being stalked as well as the student with ASDs. This manuscript reviews effective interventions based upon functional assessment and appropriate positive behavior supports. Specific interventions for addressing staking behavior by students with ASDs are analyzed and evaluated with suggestions for best practice for instructional procedures. Interventions covered are social skills groups, video modeling, self-management, video feedback, rule governed behavior, scripts, visual supports, counseling, psychopharmacology and reducing the amount of isolating interests and activities while increasing more opportunities for integration. Recommendations for future research are discussed.
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