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Using Video Modeling to Teach Complex Social Sequences to Children with Autism

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Abstract

This study comprised of two experiments was designed to teach complex social sequences to children with autism. Experimental control was achieved by collecting data using means of within-system design methodology. Across a number of conditions children were taken to a room to view one of the four short videos of two people engaging in a simple sequence of activities. Then, each child’s behavior was assessed in the same room. Results showed that this video modeling procedure enhanced the social initiation skills of all children. It also facilitated reciprocal play engagement and imitative responding of a sequence of behaviors, in which social initiation was not included. These behavior changes generalized across peers and maintained after a 1- and 2-month follow-up period.

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Acknowledgments

We are grateful to the principal, Colm Davis, and to all staff of Tor Bank special school in Dundonald, N. Ireland for their cooperation in conducting this study. A special thanks to all of the children who participated in the study. Also, we appreciate the helpful comments of the reviewers.

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Authors and Affiliations

  1. School of Health Sciences and Social Care, Brunel University, Mary Seacole Building, Uxbridge, Middlesex, UB8 3PH, England

    Christos K. Nikopoulos

  2. School of Psychology, University of Ulster at Coleraine, Cromore Road, Coleraine, Co., Londonderry, BT52 1SA, Northern Ireland

    Mickey Keenan

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  1. Christos K. Nikopoulos
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  2. Mickey Keenan
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Correspondence to Christos K. Nikopoulos.

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Portions of this study were presented at the annual conference of the British Psychological Society, Northern Ireland Branch, April 2004.

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Nikopoulos, C.K., Keenan, M. Using Video Modeling to Teach Complex Social Sequences to Children with Autism. J Autism Dev Disord 37, 678–693 (2007). https://doi.org/10.1007/s10803-006-0195-x

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