Abstract
Video modeling is a well-established instructional strategy found to be effective for individuals with autism spectrum disorder across diverse areas. The purpose of this chapter was to review current video modeling research across play, social communication skills, safety skills, functional living skills, application to address problem behaviors, caregiver implement of video modeling interventions, prerequisite skills, review comparative research involving video modeling, and review support for video modeling as an evidence-based practice. In doing so, we considered types of models, perspective along with other important variables including generalization, maintenance, social validity, and measures of reliability and effectiveness. There continues to be robust support for video modeling as an evidenced-based practice across a range of socially valid behaviors. Suggestions for future research are discussed.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
References
Abadir, C. M., DeBar, R. M., Vladescu, J. C., Reeve, S. A., & Kupferman, D. M. (2021). Effects of video modeling on abduction-prevention skills by individuals with autism spectrum disorder. Journal of Applied Behavior Analysis. Advanced online copy. https://doi.org/10.1002/jaba.822
Akmanoglu, N., & Tekin-Iftar, E. (2011). Teaching children with autism how to respond to the lures of strangers. Autism, 15(2), 205–222. https://doi.org/10.1177/136236309352180
Aldi, C., Crigler, A., Kates-McElrath, K., Long, B., Smith, H., Rehak, K., & Wilkinson, L. (2016). Examining the effects of video modeling and prompts to teach activities of daily living skills. Behavior Analysis Practice, 9(4), 384–388. https://doi.org/10.1007/s40617-016-0127-y
Allen, K., Wallace, D., Renes, D., Bowen, S., & Burke, R. (2010). Use of video modeling to teach vocational skills to adolescents and young adults with autism spectrum disorders. Education and Treatment of Children, 33(3), 339–349. https://doi.org/10.1353/etc.0.0101
American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). https://doi.org/10.1176/appi.books.9780890425596
Autism Speaks. (2017). Autism statistics and facts. https://www.autismspeaks.org/autism-statistics-asd
Bellini, S., & Akullian, J. (2007). A meta-analysis of video modeling and video self-modeling interventions for children and adolescents with autism spectrum disorders. Exceptional Children, 73(3), 264–287. https://doi.org/10.1177/001440290707300301
Besler, F., & Kurt, O. (2016). Effectiveness of video modeling provided by mothers in teaching play skills to children with autism. Educational Sciences: Theory & Practice, 16(1), 209–230. https://doi.org/10.12738/estp.2016.1.0273
Blum-Dimaya, A., Reeve, S. A., Reeve, K. F., & Hoch, H. (2010). Teaching children with autism to play a video game using activity schedules and game-embedded simultaneous video modeling. Education and Treatment of Children, 33(3), 351–370. https://doi.org/10.1353/etc.0.0103
Boudreau, E., & D’Entremont, B. (2010). Improving the pretend play skills of pre-schoolers with autism spectrum disorders: The effects of video modeling. Journal of Developmental and Physical Disabilities, 22(4), 415–431. https://doi.org/10.1007/s10882-010-9201-5
Bross, L. A., Travers, J. C., Wills, H. P., Huffman, J. M., Watson, E. K., Morningstar, M. E., & Boyd, B. A. (2020). Effects of video modeling for young adults with autism in community employment settings. Career Development and Transition for Exceptional Individuals, 43(4), 209–225. https://doi.org/10.1177/2165143420941488
Buggey, T. (2005). Video self-modeling applications with students with autism spectrum disorder in a small private school setting. Focus on Autism and Other Developmental Disabilities, 20(1), 52–63. https://doi.org/10.1177/10883576050200010501
Buggey, T. (2012). Effectiveness of video self-modeling to promote social initiations by 3-year-olds with autism spectrum disorders. Focus on Autism and Other Developmental Disabilities, 27(2), 102–110. https://doi.org/10.1177/1088357612441826
Cannella-Malone, H. I., Fleming, C., Chung, Y. C., Wheeler, G. M., Basbagill, A. R., & Singh, A. H. (2011). Teaching daily living skills to seven individuals with severe intellectual disabilities: A comparison of video prompting to video modeling. Journal of Positive Behavior Interventions, 13(3), 144–153. https://doi.org/10.1177/1098300710366593
Cannella-Malone, H., Sigafoos, J., O’Reilly, M., de la Cruz, B., Edrisinha, C., & Lancioni, G. E. (2006). Comparing video prompting to video modeling for teaching daily living skills to six adults with developmental disabilities. Education and Training in Developmental Disabilities, 344–356. http://www.jstor.org/stable/23879661
Cardon, T. A. (2012). Teaching caregivers to implement video modeling imitation training via iPad for their children with autism. Research in Autism Spectrum Disorders, 6(4), 1389–1400. https://doi.org/10.1016/j.rasd.2012.06.002
Cardon, T., Wangsgard, N., & Dobson, N. (2019). Video modeling using classroom peers as models to increase social communication skills in children with ASD in an integrated preschool. Education and Treatment of Children, 42(4), 515–536. https://doi.org/10.1353/etc.2019.0024
Cardon, T. A., & Wilcox, M. J. (2011). Promoting imitation in young children with autism: A comparison of reciprocal imitation training and video modeling. Journal of Autism and Developmental Disorders, 41(5), 654–666. https://doi.org/10.1007/s10803-010-1086-8
Carlile, K. A., DeBar, R. M., Reeve, S. A., & Reeve, K. F. (2018). Teaching help-seeking when lost to individuals with autism spectrum disorder. Journal of Applied Behavior Analysis, 51(2), 191–206. https://doi.org/10.1002/jaba.447
Charlop, M. H., Dennis, B., Carpenter, M. H., & Greenberg, A. L. (2010). Teaching socially expressive behaviors to children with autism through video modeling. Education and Treatment of Children, 33(3), 371–393. https://doi.org/10.1353/etc.0.0104
Charlop, M. H., & Milstein, J. P. (1989). Teaching autistic children conversational speech using video modeling. Journal of Applied Behavior Analysis, 22(3), 275–285. https://doi.org/10.1901/jaba.1989.22-275
Charlop-Christy, M. H., Le, L., & Freeman, K. A. (2000). A comparison of video modeling with in vivo modeling for teaching children with autism. Journal of Autism and Developmental Disorders, 30(6), 537–552. https://doi.org/10.1023/A:1005635326276
Cihak, D. F. (2011). Comparing pictorial and video modeling activity schedules during transitions for students with autism spectrum disorders. Research in Autism Spectrum Disorders, 5(1), 433–441. https://doi.org/10.1016/j.rasd.2010.06.006
Cihak, D., Fahrenkrog, C., Ayres, K. M., & Smith, C. (2010). The use of video modeling via a video iPod and a system of least prompts to improve transitional behaviors for students with autism spectrum disorders in the general education classroom. Journal of Positive Behavior Interventions, 12(2), 103–115. https://doi.org/10.1177/1098300709332346
Cihak, D. F., & Schrader, L. (2008). Does the model matter? Comparing video self-modeling and video adult modeling for task acquisition and maintenance by adolescents with autism spectrum disorders. Journal of Special Education Technology, 23(3), 9–20. https://eric.ed.gov/?id=EJ861031
Clark, R. J., Wilder, D. A., Kelley, M. E., & Ryan, V. (2020). Evaluation of instructions and video modeling to train parents to implement a structured meal procedure for food selectivity among children with autism. Behavior Analysis in Practice, 13(3), 674–678. https://doi.org/10.1007/s40617-020-00419-w
Coyle, C., & Cole, P. (2004). A videotaped self-modelling and self-monitoring treatment program to decrease off-task behaviour in children with autism. Journal of Intellectual and Developmental Disability, 29(1), 3–16. https://doi.org/10.1080/08927020410001662642
Curiel, E. S., Axe, J. B., Sainato, D. M., & Goldstein, H. (2020). Systematic review of matrix training for individuals with autism spectrum disorder. Focus on Autism and Other Developmental Disabilities, 35(1), 55–64. https://doi.org/10.1177/1088357619881216
D’Ateno, P., Mangiapanello, K., & Taylor, B. A. (2003). Using video modeling to teach complex play sequences to a preschooler with autism. Journal of Positive Behavior Interventions, 5(1), 5–11. https://doi.org/10.1177/10983007030050010801
Diorio, R., Bray, M., Sanetti, L., & Kehle, T. (2019). Using video self-modeling to increase compliance to classroom requests in students with autism spectrum disorder. International Journal of School & Educational Psychology, 7(sup1), 145–157. https://doi.org/10.1080/21683603.2018.1443857
Domire, S. C., & Wolfe, P. (2014). Effects of video prompting techniques on teaching daily living skills to children with autism spectrum disorders: A review. Research and Practice for Persons with Severe Disabilities, 39(3), 211–226. https://doi.org/10.1177/1540796914555578
Dowrick, P. W. (1999). A review of self modeling and related interventions. Applied & Preventive Psychology, 8(1), 23–39. https://doi.org/10.1016/S0962-1849(99)80009-2
Dupere, S., MacDonald, R. P. F., & Ahearn, W. H. (2013). Using video modeling with substitutable loops to teach varied play to children with autism. Journal of Applied Behavior Analysis, 46(3), 662–668. https://doi.org/10.1002/jaba.68
Drysdale, B., Lee, C. Y. Q., Anderson, A., & Moore, D. W. (2015). Using video modeling incorporating animation to teach toileting to two children with autism spectrum disorder. Journal of Developmental and Physical Disabilities, 27(2), 149–165. https://doi.org/10.1007/s10882-014-9405-1
English, D. L., Gounden, S., Dagher, R. E., Chan, S. F., Furlonger, B. E., Anderson, A., & Moore, D. W. (2017). Effects of video modeling with video feedback on vocational skills of adults with autism spectrum disorder. Developmental Neurorehabilitation, 20(8), 511–524. https://doi.org/10.1080/17518423.2017.1282051
Ergenekon, Y. (2012). Teaching basic first-aid skills against home accidents to children with autism through video modeling. Educational Sciences: Theory and Practice, 12(4), 2759–2766. https://eric.ed.gov/?id=EJ1002874
Ezzedine, E. W., DeBar, R. M., Reeve, S. A., & Townsend, D. B. (2020). Using video modeling to teach play comments to dyads with ASD. Journal of Applied Behavior Analysis, 53(2), 767–781. https://doi.org/10.1002/jaba.621
Gardner, S., & Wolfe, P. (2013). Use of video modeling and video prompting interventions for teaching daily living skills to individuals with autism spectrum disorders: A review. Research and Practice for Persons with Severe Disabilities, 38(2), 73–87. https://doi.org/10.2511/027494813807714555
Godish, D., Miltenberger, R., & Sanchez, S. (2017). Evaluation of video modeling for teaching abduction prevention skills to children with autism spectrum disorder. Advances in Neurodevelopmental Disorders, 1, 168–175. https://doi.org/10.1007/s412252-017-0026-4
Guan, J., & Li, G. (2017). Injury mortality in individuals with autism. American Journal of Public Health, 107(5), 791–793. https://doi.org/10.2105/AJPH.2017.303696
Hine, J. F., & Woolery, M. (2006). Using point-of-view video modeling to teach play to preschoolers with autism. Topics in Early Childhood Special Education, 26(2), 83–93. https://doi.org/10.1177/02711214060260020301
Ho, T. Q., Gadke, D. L., Henington, C., Evans-McCleon, T. N., & Justice, C. A. (2019). The effects of animated video modeling on joint attention and social engagement in children with autism spectrum disorder. Research in Autism Spectrum Disorders, 58, 83–95. https://doi.org/10.1016/j.rasd.2018.09.004
Horn, A. L., Layden, S. J., & Bobzien, J. (2021). Where are you? Young adults with autism calling and texting location following video modeling instruction. Career Development and Transition for Exceptional Individuals, 44(1), 17–27. https://doi.org/10.1177/2165143420953908
Jones, J., Lerman, D. C., & Lechago, S. (2013). Assessing stimulus control and promoting generalization via video modeling when teaching social responses to children with autism. Journal of Applied Behavior Analysis, 46(4), 1–14. https://doi.org/10.1002/jaba.81
Kouo, J. L. (2019). The effectiveness of a packaged intervention including point-of-view video modeling in teaching social initiation skills to children with autism spectrum disorders. Focus on Autism and Other Developmental Disabilities, 34(3), 141–152. https://doi.org/10.1177/108835761885887
Kourassanis, J., Jones, E. A., & Fienup, D. M. (2015). Peer-video modeling: Teaching chained social game behaviors to children with ASD. Journal of Developmental and Physical Disabilities, 27, 25–36. https://doi.org/10.1007/s10882-014-9399-8
Lee, G. T., Hu, X., Liu, Y., & Ren, Y. (2020). Effects of video modeling on the acquisition, maintenance, and generalization of playing with imaginary objects in children with autism spectrum disorder. Behavior Modification, 00(0), 1–29. https://doi.org/10.1177/0145445520939856
Lee, S. Y., Lo, Y., & Lo, Y. (2017). Teaching functional play skills to a young child with autism spectrum disorder through video self-modeling. Journal of Autism and Developmental Disorders, 47(8), 2295–2306. https://doi.org/10.1007/s10803-017-3147-8
MacDonald, R., Clark, M., Garrigan, E., & Vangala, M. (2005). Using video modeling to teach pretend play to children with autism. Behavioral Interventions, 20(4), 225–238. https://doi.org/10.1002/bin.197
MacDonald, R. P., Dickson, C. A., Martineau, M., & Ahearn, W. H. (2015). Prerequisite skills that support learning through video modeling. Education and Treatment of Children, 33–47. https://www.jstor.org/stable/44683850
MacDonald, R., Sacramone, S., Mansfield, R., Wiltz, K., & Ahearn, W. H. (2009). Using video modeling to teach reciprocal pretend play to children with autism. Journal of Applied Behavior Analysis, 42(1), 43–55. https://doi.org/10.1901/jaba.2009.42-43
MacManus, C., MacDonald, R., & Ahearn, W. H. (2015). Teaching and generalizing pretend play in children with autism using video modeling and matrix training. Behavioral Interventions, 30(3), 191–218. https://doi.org/10.1002/bin.1406
Macpherson, K., Charlop, M. H., & Miltenberger, C. A. (2015). Using portable video modeling technology to increase the compliment behaviors of children with autism during athletic group play. Journal of Autism and Developmental Disorders, 45(12), 3836–3845. https://doi.org/10.1007/s10803-014-2072-3
Maione, L., & Mirenda, P. (2006). Effects of video modeling and video feedback on peer-directed social language skills of a child with autism. Journal of Positive Behavior Interventions, 8(2), 106–118. https://doi.org/10.1177/10983007060080020201
Marcus, A., & Wilder, D. A. (2009). A comparison of peer video modeling and self video modeling to teach textual responses in children with autism. Journal of Applied Behavior Analysis, 42(2), 335–341. https://doi.org/10.1901/jaba.2009.42-335
Mason, R. A., Davis, H. S., Boles, M. B., & Goodwyn, F. (2013). Efficacy of point-of-view video modeling: A meta-analysis. Remedial and Special Education, 34(6), 333–345. https://doi.org/10.1177/0741932513486298
McCoy, K., & Hermansen, E. (2007). Video modeling for individuals with autism: A review of model types and effects. Education and Treatment of Children, 183–213. https://www.jstor.org/stable/42899952
McDowell, L. S., Gutierrez, A., Jr., & Bennett, K. D. (2015). Analysis of live modeling plus prompting and video modeling for teaching imitation to children with autism. Behavioral Interventions, 30(4), 333–351. https://doi.org/10.1002/bin.1419
Mechling, L. C., Ayres, K. M., Bryant, K. J., & Foster, A. L. (2014). Comparison of the effects of continuous video modeling, video prompting, and video modeling on task completion by young adults with moderate intellectual disability. Education and Training in Autism and Developmental Disabilities, 491–504. https://www.jstor.org/stable/24582346
Miltenberger, C. A., & Charlop, M. H. (2015). The comparative effectiveness of portable video modeling vs. traditional video modeling interventions with children with autism spectrum disorders. Journal of Developmental and Physical Disabilities, 27(3), 341–358. https://doi.org/10.1007/s10882-014-9416-y
Morgan, K., & Miltenberger, R. (2017). Evaluation of video modeling and in situ training to teach firearm avoidance skills to individuals with autism spectrum disorder. Advances in Neurodevelopmental Disorders, 1, 122–128. https://doi.org/10.1007/s41252-017-0024-6
Neff, E. R., Betz, A. M., Saini, V., & Henry, E. (2017). Using video modeling to teach siblings of children with autism how to prompt and reinforce appropriate play. Behavioral Interventions, 32(3), 1–13. https://doi.org/10.1002/bin.1479
Nikopoulos, C. K., & Keenan, M. (2003). Promoting social initiation in children with autism using video modeling. Behavioral Interventions, 18, 87–108. https://doi.org/10.1002/bin.129
Nikopoulos, C. K., & Keenan, M. (2004). Effects of video modeling on social initiations by children with autism. Journal of Applied Behavior Analysis, 37(1), 93–96. https://doi.org/10.1901/jaba.2004.37-93
Nikopoulos, C. K., & Keenan, M. (2007). Using video modeling to teach complex social sequences to children with autism. Journal of Developmental Disorders, 37, 678–693. https://doi.org/10.1007/s10803-006-0195-x
Palcehcka, G., & MacDonald, R. (2010). A comparison of the acquisition of play skills using instructor-created video models and commercially available videos. Education and Treatment of Children, 33(3), 457–474. https://doi.org/10.1353/etc.0.0100
Paterson, C., & Arco, L. (2007). Using video modeling for generalizing toy play in children with autism. Behavior Modification, 31(5), 660–681. https://doi.org/10.1177/0145445507301651
Pinter, E., Johnson, J. W., & Boden, T. (2021). Using video modeling to facilitate students’ independent use of a community fitness center. Education and Treatment of Children, 1–14. https://doi.org/10.1007/s43494-021-00040-8
Popple, B., Wall, C., Flink, L., Powell, K., Discepolo, K., Keck, D., Mademtzi, M., Volkmar, F., & Shic, F. (2016). Brief report: Remotely delivered video modeling for improving oral hygiene in children with ASD: A pilot study. Journal of Autism and Developmental Disorders, 46(8), 2791–2796. https://doi.org/10.1007/s10803-016-2795-4
Qi, C. H., Barton, E. E., Collier, M., & Lin, Y.-L. (2018). A systematic review of single-case research studies on using video modeling interventions to improve social communication skills for individuals with autism spectrum disorder. Focus on Autism and Other Developmental Disabilities, 33(4), 249–257. https://doi.org/10.1177/1088357617741282
Rayner, C., Denholm, C., & Sigafoos, J. (2009). Video-based intervention for individuals with autism: Key questions that remain unanswered. Research in Autism Spectrum Disorders, 3(2), 291–303. https://doi.org/10.1016/j.rasd.2008.09.001
Reagon, K. A., Higbee, T. S., & Endicott, K. (2006). Teaching pretend play skills to a student with autism using video modeling with a sibling as a model and play partner. Education and Treatment of Children, 29, 517–528. http://www.jstor.org/stable/42899899
Reeve, S. A., Reeve, K. F., Townsend, D. B., & Poulson, C. L. (2007). Establishing a generalized repertoire of helping behavior in children with autism. Journal of Applied Behavior Analysis, 40(1), 123–136. https://doi.org/10.1901/jaba.2007.11-05
Rex, C., Charlop, M. H., & Spector, V. (2018). Using video modeling as an anti-bullying intervention for children with autism spectrum disorder. Journal of Autism and Developmental Disorders, 48, 2701–2713. https://doi.org/10.1007/s10803-018-3527-8
Sadler, K. M. (2019a). Video self-modeling and functional behavior assessment to modify aggressive behaviors in students with autism spectrum disorder and intellectual disabilities. Education and Training in Autism and Developmental Disabilities, 54(4), 406–419. https://www.proquest.com/openview/356fbf113b942b6981f54d4454a69235/1?pq-origsite=gscholar&cbl=2032023
Sadler, K. M. (2019b). Video self-modeling to treat aggression in students significantly impacted by autism spectrum disorder. Journal of Special Education Technology, 34(4), 215–225. https://doi.org/10.1177/0162643418822070
Sancho, K., Sidener, T. M., Reeve, S. A., & Sidener, D. W. (2010). Two variations of video modeling interventions for teaching play skills to children with autism. Education and Treatment of Children, 33(3), 421–442. https://doi.org/10.1353/etc.0.0097
Sani-Bozkurt, S., & Ozen, A. (2015). Effectiveness and efficiency of peer and adult models used in video modeling in teaching pretend play skills to children with autism spectrum disorder. Education and Training in Autism and Developmental Disabilities, 50(1), 71–83. http://www.jstor.org/stable/24827502
Schatz, R. B., Peterson, R. K., & Bellini, S. (2016). The use of video self-modeling to increase on-task behavior in children with high-functioning autism. Journal of Applied School Psychology, 32(3), 234–253. https://doi.org/10.1080/15377903.2016.1183542
Schreibman, L., Whalen, C., & Stahmer, A. C. (2000). The use of video priming to reduce disruptive transition behavior in children with autism. Journal of Positive Behavior Interventions, 2(1), 3–11. https://doi.org/10.1177/109830070000200102
Sherer, M., Pierce, K. L., Paredes, S., Kisacky, K. L., Ingersoll, B., & Schreibman, L. (2001). Enhancing conversation skills in children with autism via video technology: Which is better, “self” or “other” as a model? Behavior Modification, 25(1), 140–158. https://doi.org/10.1177/0145445501251008
Sherrow, L., Spriggs, A., & Knight, V. (2016). Using video models to teach students with autism to play the Wii. Focus on Autism and Other Developmental Disabilities, 31(4), 312–320. https://doi.org/10.1177/1088357615583469
Shrestha, A., Anderson, A., & Moore, D. W. (2013). Using point-of-view video modeling and forward chaining to teach a functional self-help skill to a child with autism. Journal of Behavioral Education, 22(2), 157–167. https://doi.org/10.1007/s10864-012-9165-x
Spriggs, A. D., Gast, D. L., & Knight, V. F. (2016). Video Modeling and observational learning to teach gaming access to students with asd. Journal of Autism and Developmental Disorders, 46(9), 2845–2858. https://doi.org/10.1007/s10803-016-2824-3
Stauch, T. A., & Plavnick, J. B. (2020). Teaching vocational and social skills to adolescents with autism using video modeling. Education and Treatment of Children, 1–15. https://doi.org/10.1007/s3494-020-00020-4
Sunyoung, K. (2016). Use of video modeling to teach developmentally appropriate play with Korean American children with autism. Research and Practice for Persons with Severe Disabilities, 41(3), 158–172. https://doi.org/10.1177/1540796916658015
Taber-Doughty, T., Miller, B., Shurr, J., & Wiles, B. (2013). Portable and accessible video modeling: Teaching a series of novel skills within school and community settings. Education and Training in Autism and Developmental Disabilities, 147–163. https://www.jstor.org/stable/23880636
Taylor, B. A., Levin, L., & Jasper, S. (1999). Increasing play-related statements in children with autism toward their siblings: Effects of video modeling. Journal of Developmental and Physical Disabilities, 11(3), 253–264. https://doi.org/10.1023/A:1021800716392
Tereshko, L., MacDonald, R., & Aheam, W. H. (2010). Strategies for teaching children with autism to imitate response chains using video modeling. Research in Autism Spectrum Disorders, 4, 479–489. https://doi.org/10.1016/j.rasd.2009.11.005
Tetreault, A. S., & Lerman, D. C. (2010). Teaching social skills to children with autism using point-of-view video modeling. Education and Treatment of Children, 33(3), 395–419. https://doi.org/10.1353/etc.0.0105
Thomas, E. M., DeBar, R. M., Vladescu, J. C., & Townsend, D. B. (2020). A comparison of video modeling and video prompting by adolescents with asd. Behavior Analysis in Practice, 13(1), 40–52. https://doi.org/10.1007/s40617-019-00402-0
Wong, C., Odom, S. L., Hume, K., Cox, A. W., Fettig, A., Kucharczyk, S., Brock, M. E., Plavnick, J. B., Fluery, V. P., & Schultz, T. R. (2013). Evidence-based practices for children, youth, and young adults with autism spectrum disorder. The University of North Carolina, Frank Porter Graham Child Development Institute, Autism Evidence-Based Practice Review Group.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2022 The Author(s), under exclusive license to Springer Nature Switzerland AG
About this chapter
Cite this chapter
DeBar, R.M., Kane, C.L., Amador, J.L. (2022). Video Modeling Instruction for Individuals with Autism Spectrum Disorder. In: Leaf, J.B., Cihon, J.H., Ferguson, J.L., Weiss, M.J. (eds) Handbook of Applied Behavior Analysis Interventions for Autism. Autism and Child Psychopathology Series. Springer, Cham. https://doi.org/10.1007/978-3-030-96478-8_13
Download citation
DOI: https://doi.org/10.1007/978-3-030-96478-8_13
Published:
Publisher Name: Springer, Cham
Print ISBN: 978-3-030-96477-1
Online ISBN: 978-3-030-96478-8
eBook Packages: Behavioral Science and PsychologyBehavioral Science and Psychology (R0)