Skip to main content

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

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.

This is a preview of subscription content, access via your institution.

Fig. 1
Fig. 2

References

  • Alcantara, P. R. (1994). Effects of videotape instructional package on purchasing skills of children with Autism. Exceptional Children, 61, 40–55.

    Google Scholar 

  • American Psychiatric Association. (2000). Diagnostic and statistical manual of mental disorders (Revised 4th ed.). Washington, DC: Author.

    Google Scholar 

  • Apple, A. L., Billingsley, F., & Schwartz, I. S. (2005). Effects of video modeling alone and with self-management on compliment-giving behaviors of children with high-functioning ASD. Journal of Positive Behavior Interventions, 7, 33–46.

    Article  Google Scholar 

  • Barry, L. M., & Messer, J. J. (2003). A practical application of self-management for students diagnosed with attention-deficit/hyperactivity disorder. Journal of Positive Behavior Interventions, 5, 238–248.

    Article  Google Scholar 

  • Charlop, M. H., Gilmore, L., & Chang, G. T. (2009). Using video modeling to increase variation in the conversation of children with autism. Journal of Special Education Technology, 23(3), 47–66.

    Google Scholar 

  • Charlop, M. H., & Milstein, J. P. (1989). Teaching autistic children conversational speech using video modeling. Journal of Applied Behavior Analysis, 22(3), 275–285.

    PubMed  Article  Google Scholar 

  • Church, C., Alisanski, S., & Amanullah, S. (2000). The social, behavioral, and academic experiences of children with Asperger syndrome. Focus on Autism and Other Developmental Disabilities, 15, 12–20.

    Article  Google Scholar 

  • Clare, S. K., Jenson, W. R., Kehle, T. J., & Bray, M. A. (2000). Self-modeling as a treatment for increasing on-task behavior. Psychology in the Schools, 37, 517–522.

    Article  Google Scholar 

  • Dowrick, P. W. (1983). Self-modeling. In P. W. Dowrick & S. J. Biggs (Eds.), Using video: Psychological and social applications (pp. 105–124). Chichester, UK: Wiley.

    Google Scholar 

  • Dowrick, P. W. (1999). A review of self-modeling and related interventions. Applied and Preventive Psychology, 8, 23–39.

    Article  Google Scholar 

  • Holmbeck, G. N., & Lavigne, J. V. (1992). Combining self-modeling and stimulus fading in the treatment of an electively mute child. Psychotherapy: Theory, Research, Practice, Training, 29, 661–667.

    Article  Google Scholar 

  • Jones, D. J., & Schwartz, I. S. (2009). When asking questions is not enough: An observational study of social communication differences in high functioning children with autism. Journal of Autism and Developmental Disorders, 39, 432–443.

    PubMed  Article  Google Scholar 

  • Kanner, L. (1943). Autistic disturbances of affective contact. Nervous Child, 2, 217–250.

    Google Scholar 

  • Kasari, C., Freeman, S., & Paprella, T. (2006). Joint attention and symbolic play in young children with autism: A randomized controlled intervention study. Journal of Child Psychology and Psychiatry, 47, 611–620.

    PubMed  Article  Google Scholar 

  • Kern, L., Wacker, D. P., Mace, F. C., Falk, G. D., Dunlap, G., & Kromrey, J. D. (1995). Improving the peer interactions of students with emotional and behavioral disorders through self-evaluation procedures: A component analysis and group application. Journal of Applied Behavior Analysis, 28, 47–59.

    PubMed  Article  Google Scholar 

  • Kern-Dunlap, L., Dunlap, G., Clarke, S., Childs, K. E., White, R. L., & Stewart, M. P. (1992). Effects of a videotape feedback package on the peer interactions of children with serious behavioral and emotional challenges. Journal of Applied Behavior Analysis, 25, 355–364.

    PubMed  Article  Google Scholar 

  • Koegel, L. K., Koegel, R. L., Hurley, C., & Frea, W. D. (1992). Improving social skills and disruptive behavior in children with autism through self-management. Journal of Applied Behavior Analysis, 25, 341–353.

    PubMed  Article  Google Scholar 

  • Lee, S., Simpson, R. L., & Shogren, K. A. (2007). Effects and implications of self-management for students with autism: A meta-analysis. Focus on Autism and Other Developmental Disabilities, 22, 2–13.

    Article  Google Scholar 

  • 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, 106–118.

    Article  Google Scholar 

  • Marans, W. D., Rubin, E., & Laurent, A. (2005). Addressing social communication skills in individuals with high functioning autism and Asperger syndrome. In F. K. Volkmar, R. Paul, A. Klin, & D. Cohen (Eds.), Handbook of autism and pervasive developmental disorders (pp. 977–1002). New Jersey: Wiley.

    Google Scholar 

  • Mitchem, K. J., Young, R., West, R. P., & Benyo, J. (2001). CSPASM: A classwide peer-assisted self-management program for general education classrooms. Education and Treatment of Children, 24, 111–140.

    Google Scholar 

  • Morrison, L., Kamps, D., Garcia, J., & Parker, D. (2001). Peer mediation and monitoring strategies to improve initiations and social skills for students with autism. Journal of Positive Behavior Interventions, 3, 237–250.

    Article  Google Scholar 

  • Reimers, T., Wacker, D., Cooper, L., & De Raad, A. (1992). Acceptability of behavioral treatments for children: Analog and naturalistic evaluations by parents. School Psychology Review, 21, 628–643.

    Google Scholar 

  • Rubin, E., & Lennon, L. (2004). Challenges in social communication in Asperger syndrome and high functioning autism. Topics in Language Disorders, 24, 271–285.

    Article  Google Scholar 

  • Scruggs, T. E., & Mastropieri, M. A. (1998). Summarizing single subject research: Issues and applications. Behavior Modification, 22, 221–242.

    PubMed  Article  Google Scholar 

  • Scruggs, T. E., Mastropieri, M. A., & Casto, G. (1987). The quantitative synthesis of single subject research: Methodology and validation. Remedial and Special Education, 8, 24–33.

    Article  Google Scholar 

  • Travis, L., Sigman, M., & Ruskin, E. (2001). Links between social understanding and social behavior in verbally able children with autism. Journal of Autism and Developmental Disorders, 31, 119–130.

    PubMed  Article  Google Scholar 

Download references

Author information

Authors and Affiliations

Authors

Corresponding author

Correspondence to Talida M. State.

Rights and permissions

Reprints and Permissions

About this article

Cite this article

State, T.M., Kern, L. A Comparison of Video Feedback and In Vivo Self-Monitoring on the Social Interactions of an Adolescent with Asperger Syndrome. J Behav Educ 21, 18–33 (2012). https://doi.org/10.1007/s10864-011-9133-x

Download citation

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/s10864-011-9133-x

Keywords

  • Asperger syndrome
  • Autism
  • Video feedback
  • Self-monitoring