Teaching Functional Play Skills to a Young Child with Autism Spectrum Disorder through Video Self-Modeling
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The researchers used a single-case, multiple probe design across three sets of toys (i.e., farm toy, doctor’s clinic toy, and rescue toy) to examine the effects of video self-modeling (VSM) on the functional play skills of a 5-year-old child with autism spectrum disorder. The findings showed a functional relation between VSM and increased percentages of functional play actions across the toy sets. The participant’s percentages of the targeted functional play skills for the intervention toys remained high 1 week and 2 weeks after the intervention ceased. Additionally, preliminary generalization results showed slight improvement in the percentages of functional play actions with the generalization toys that were not directly taught. Limitations, practical implications, and directions for future research are discussed.
KeywordsVideo self-modeling Autism spectrum disorder Functional play skills Generalization
This study was not supported by any funding.
SYL participated in the conceptualization of the study and data analysis, implemented the study in its entirety, and assisted with drafting the initial manuscript. Y-yL conceptualized the study design, provided guidelines for data collection and data analysis, and took the lead on developing and revising the manuscript. YL participated in the conceptualization of the study, supervised the implementation of the study and data analysis, and assisted with writing, reviewing, and revising the manuscript.
Compliance with Ethical Standards
Conflict of interest
The authors declare that they have no conflict of interest.
All procedures performed in studies involving human participants were in accordance with the ethical standards of the institutional and/or national research committee and with the 1964 Helsinki declaration and its later amendments or comparable ethical standards.
Informed consent was obtained from all individual participants included in the study.
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