Journal of Behavioral Education

, Volume 21, Issue 1, pp 18–33

A Comparison of Video Feedback and In Vivo Self-Monitoring on the Social Interactions of an Adolescent with Asperger Syndrome

Authors

    • College of EducationLehigh University
  • Lee Kern
    • College of EducationLehigh University
Original Paper

DOI: 10.1007/s10864-011-9133-x

Cite this article as:
State, T.M. & Kern, L. J Behav Educ (2012) 21: 18. doi:10.1007/s10864-011-9133-x

Abstract

Difficulties with social interactions and restrictive and repetitive interest patterns or behaviors are common among individuals with Asperger syndrome. These difficulties often pose barriers to establishing and maintaining social relationships. In the current study, 2 different interventions were compared that focused on improving the social interactions of a 14-year-old adolescent with Asperger syndrome. A reversal design was used to compare the effectiveness of video feedback and in vivo self-monitoring on inappropriate and appropriate social interactions during activities with a teacher. The procedures were replicated during activities with peers, and generalization was assessed during activities with the adolescent’s mother. Although video feedback resulted in slight reductions in inappropriate behavior, larger reductions occurred during in vivo self-monitoring. Treatment acceptability data indicated high participant satisfaction with both interventions; however, the in vivo self-monitoring was rated as slightly preferred.

Keywords

Asperger syndrome Autism Video feedback Self-monitoring

Copyright information

© Springer Science+Business Media, LLC 2011