Using Video Modeling to Teach Perspective Taking to Children with Autism

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). The present study used video modeling to teach perspective taking to 3 children

with autism. A multiple baseline design across children and within child across tasks assessed learning. In addition, generalization across un-trained similar stimuli was 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, there were wider ranges of generalization.

-Marjorie Charlop-Christy, Ph.D. and Sabrina Daneshvar, Journal of Applied Behavior Analysis, Summer 2003.

Teaching Complex Play Sequences to a Preschooler with Autism Using Video Modeling

“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 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. Neither experimenter implemented reinforcement nor 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. As a result, the video modeling teaching procedure was 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

Video Modeling Effectiveness

“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; Exceptional Children, 73, 261-28.