Effects of Joint Video Modeling on Unscripted Play Behavior of Children with Autism Spectrum Disorder
Preschool aged children with autism spectrum disorder (ASD) have marked deficits in pretend play that impede interactions with typically developing peers in inclusive early childhood settings. This study aimed to teach three young children with ASD to engage in pretend play behaviors with their peers. A multiple probe across participants experimental design was used to evaluate the effects of joint video modeling on scripted and unscripted verbalizations and scripted and unscripted play actions of children with ASD. The participants showed improvement on unscripted verbalizations during pretend play with typically developing peers in an inclusive early childhood setting.
KeywordsPeer-mediated intervention Pretend play Video-modeling
ADD conceived the study, designed, collected data and coordinated and drafted the manuscript; JBP participated in the design and interpretation of the data and edited the manuscript; MYSB participated in the design and interpretation of data and calculated the effect sizes and wrote that section of manuscript. All authors read and approved the final manuscript.
This study was not funded.
Compliance with Ethical Standards
Conflict of interest
The authors declare 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.
- Amato, J., Barrow, M., & Domingo, R. (1999). Symbolic play behavior in very young verbal and nonverbal children with autism. Infant-Toddler Intervention: The Transdisciplinary Journal, 9, 185–194.Google Scholar
- Barber, A., Saffo, R. W., Gilpin, A. T., Craft, L. D., & Goldstein, H. (2015). Peers as clinicians: Examining the impact of stay play talk on social communication in young preschoolers with autism. Journal of Communication Disorders, 59, 1–15. https://doi.org/10.1016/j.jcomdis.2015.06.009.CrossRefGoogle Scholar
- Camargo, S. P. H., Rispoli, M., Ganz, J., Hong, E. R., Davis, H., & Mason, R. (2016). Behaviorally based interventions for teaching social interaction skills to children with ASD in inclusive settings: A meta-analysis. Journal of Behavior Education, 25, 223–248. https://doi.org/10.1007/s10864-015-9240-1.CrossRefGoogle Scholar
- Gast, D. L., & Ledford, J. R. (2014). Single case research methodology: Applications in special education and behavioral sciences. New York: Routledge.Google Scholar
- Goldstein, H., Schneider, N., & Thiemann, K. (2007). Peer-mediated social communication intervention: When clinical expertise informs treatment development and evaluation. Topics in Language Disorders, 27, 182–199. https://doi.org/10.1097/01.TLD.0000269932.26504.a8.CrossRefGoogle Scholar
- Guralnick, M. J. (1992). A hierarchical model for understanding children’s peer-related social competence. In S. L. Odom, S. R. McConnell & M. A. McEvoy (Eds.), Social competence of young children with disabilities: Nature, development, and intervention (pp. 37–64). Baltimore, MD: Brookes.Google Scholar
- Gutierrez, A. Jr., Hale, M. N., Gossens-Archuleta, K., & Sobrino-Sanchez, V. (2007). Evaluating the social behavior of preschool children with autism in an inclusive playground setting. International Journal of Special Education, 22, 26–30.Google Scholar
- Hess, K. L., Morrier, M. J., Heflin, L. J., & Ivey, M. L. (2008). Autism treatment survey: Services received by children with autism spectrum disorders in public school classrooms. Journal of Autism and Developmental Disorders, 38, 961–971. https://doi.org/10.1007/s10803-007-0470-5.CrossRefGoogle Scholar
- Lord, C., Risi, S., Lambrecht, L., Cook, E. H., Leventhal, B. L., & DiLavore, P. (2000). The autism diagnostic observation schedule-generic: A standard measure of social and communication deficits associated with the spectrum of autism. Journal of Autism and Developmental Disorders, 30, 205–223. https://doi.org/10.1023/A:1005592401947.CrossRefGoogle Scholar
- McConnell, S. R. (2002). Interventions to facilitate social interaction for young children with autism: Review of available research and recommendations for educational intervention and future research. Journal of Autism and Developmental Disorders, 32, 351–372. https://doi.org/10.1023/A:1020537805154.CrossRefGoogle Scholar
- Odom, S. L., McConnell, S. R., McEvoy, M. A., Peterson, C., Ostrosky, M., Chandler, L. K., et al. (1999). Relative effects of interventions supporting the social competence of young children with disabilities. Topics in Early Childhood Special Education, 19, 75–91. https://doi.org/10.1177/027112149901900202.CrossRefGoogle Scholar
- Plavnick, J. B., & Dueñas, A. D. (2018). Brief report: Effects of video-based group instruction on spontaneous social interaction of adolescents with autism spectrum disorders. Journal of Autism and Developmental Disorders. Advance online publication. https://doi.org/10.1007/s10803-018-3481-5.
- Power, T. G. (2000). Play and exploration in children and animals. Hillsdale, NJ: Erlbaum.Google Scholar
- Reagon, K. A., Higbee, T. S., & Endicott, K. (2006). Teaching pretend play skills to a child with autism using video modeling with a sibling as a model and play partner. Education and Treatment of Children, 29, 517–528.Google Scholar
- Sherer, M., Pierce, K. L., 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, 140–158. https://doi.org/10.1177/0145445501251008.CrossRefGoogle Scholar
- Sundberg, M. L. (2008). VB-MAPP Verbal Behavior Milestones Assessment and Placement Program: A language and social skills assessment program for children with autism or other developmental disabilities: Guide. Concord, CA: AVB Press.Google Scholar
- Watkins, L., O’Reily, M., Kuhn, M., Gevarter, C., Lancioni, G. E., Sigafoos, J., & Lang, R. (2015). A review of peer-mediated social interaction interventions of students with autism in inclusive settings. Journal of Autism and Developmental Disorders, 45, 1070–1083. https://doi.org/10.1007/s10803-014-2264-x.CrossRefGoogle Scholar