Complex Play Sequences to a Preschooler with Autism Using
"The identification of efficient teaching procedures
to address imaginative play skills deficits commonly seen
in children with autism is a challenge for those designing
treatment programs. In the present study video modeling was
used to teach play skills to a preschool child with autism.
Videotaped play sequences included both verbal and motor responses.
A multiple baseline across three response categories (tea
party, shopping, and baking) was implemented to demonstrate
experimental control. No experimenter implemented reinforcement
or correction procedures were used during the intervention.
Results showed that the video modeling intervention led to
the rapid acquisition of both verbal and motor responses for
all play sequences. The video modeling teaching procedure
was shown to be an efficient technique for teaching relatively
long sequences of responses in the absence of chaining procedures
in relatively few teaching sessions. Additionally, the complex
sequences of verbal and motor responses were acquired without
the use of error correction procedures or explicit, experimenter
implemented reinforcement contingencies."
-Patricia D'Ateno, Kathleen Mangiapanello, Bridget A. Taylor,
Journal of Positive Behavior Interventions, Winter, 2003.
"Two new studies at Indiana University demonstrate that
videos depicting exemplary behaviors can be
effective in helping children and adolescents with autism
spectrum disorders develop social skills and daily living
skills...Results from the meta-analysis indicate that both
video modeling and VSM meet the Council for Exceptional Children's
criteria for evidence-based practices. Improvements were most
evident in the area of functional skills, followed by social-communication
skills and behavioral functioning." - Bellini, S. & Akullian,
J. (2007), A meta-analysis of video modeling and video self-modeling
interventions for children and adolescents with ASD. Exceptional
Children, 73, 261-28.
Video Modeling Meets Evidence-Based Practice (EBP)
According to the National Professional Development Center on Autism Spectrum Disorders, video modeling meets evidence-based practice criteria. NPDC on ASD
Video Modeling to Teach Perspective Taking to Children with
"Perspective taking refers to the ability to attribute
mental states of others in order to explain or predict behavior.
In typically developing children, this skill develops around
age 4 (Baron-Cohen, Leslie & Frith, 1985), but is delayed
or absent in children with autism (Happe, 1994). In the present
study, video modeling was used to teach perspective taking
to 3 children with autism. A multiple baseline design across
children and within child across tasks was used to assess
learning. Generalization across un-trained similar stimuli
was also assessed.
Video modeling was a fast and effective tool for teaching
perspective taking tasks to children with autism, resulting
in both stimulus and response generalization. These results
concurred with previous research that perspective taking can
be taught. However, unlike other studies, wider ranges of
generalization were found."
-Marjorie Charlop-Christy, Ph.D. and Sabrina Daneshvar, Journal
of Applied Behavior Analysis, Summer 2003.