Increased Social Functioning in Children with ASD through Video-Modeling

Autism Spectrum Disorder (ASD) is characterized by deficits in social functioning; particularly by impairments in reciprocal pretend play and social interaction. The effectiveness of many behavioral techniques in addressing these deficits has been examined. One technique, video-modeling, has enhanced functioning in a variety of social behavior categories (MacDonald, Sacramone, Mansfield, Wiltz, and Ahearn, 2009). Indeed, Charlop-Christy, Le, and Freeman (2000) have indicated that video modeling, when compared to in vivo modeling, leads to faster acquisition of new skills. The current study explored the effectiveness of video modeling in teaching appropriate responding in cooperative game situations which include unpredictable, unscripted elements. To respond appropriately, children must adjust behavior to match the situation. A multiple baseline design was employed to investigate the acquisition of situation-appropriate verbal and motor responses in children with ASD. Participants’ responding was measured over a baseline, in which they were given access to play materials, but no prompting from researchers. After completion of baseline observation, children were exposed to five sessions of video-model viewing. After viewing the video in each session, children were given access to the play materials accompanied by simple prompts to begin play. Finally, test/probe trials were conducted to assess acquisition of appropriate responses. Systematic observations indicated that target responses increased considerably over baseline levels. Across all trials, the independent observers achieved an inter-rater reliability of 90%. Thus, the video-modeling technique was an effective means of training children to emit situation-appropriate responses in a cooperative game context