, Volume 37, Issue 4, pp 678-693
Date: 02 Aug 2006

Using Video Modeling to Teach Complex Social Sequences to Children with Autism

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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.

Portions of this study were presented at the annual conference of the British Psychological Society, Northern Ireland Branch, April 2004.