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Developing Social Communication Skills Using Dual First-Person Video Recording Glasses: A Novel Intervention for Adolescents with Autism

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Abstract

Adolescents with autism often experience pronounced difficulties with social communication, and novel interventions designed to improve core abilities are greatly needed. This study examines if providing immediate video feedback, an extension of video self-modeling, can aid adolescents with autism to self-identify strengths and irregularities from their social interactions. Using multiple baseline design across four participants, individuals engaged in naturalistic conversations wearing video recording glasses. During the intervention, videos were reviewed immediately and participants recognized when they were not following typical social-communicative convention. Based on observational data coded from videos, all four participants modified their behavior during subsequent conversations. Although adolescents with autism may hypothetically know to behave, viewing themselves on video may provide practical cues to support social insight and behavioral change.

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Acknowledgments

Funding for this project came from an Indiana University Collaborative Research Grant (IUCRG) and a Profitt Grant (IU School of Education). We thank Kelsey Quest, Brooke Schmitt, and Asja Zero for assistance administering the intervention and behavioral coding and Jeff Sturgeon for technical assistance.

Author information

Authors and Affiliations

  1. Indiana University School of Education, 201 N. Rose Avenue, Office 3216, Bloomington, IN, 47405-1006, USA

    Sarah Hurwitz & Tybytha Ryan

  2. Department of Psychological and Brain Sciences, Indiana University, 1101 E. 10th Street, Bloomington, IN, 47405, USA

    Daniel P. Kennedy

  3. Program in Neuroscience, Indiana University, 1101 E. 10th Street, Bloomington, IN, 47405, USA

    Daniel P. Kennedy

  4. Cognitive Science Program, Indiana University, 1101 E. 10th Street, Bloomington, IN, 47405, USA

    Daniel P. Kennedy

Authors
  1. Sarah Hurwitz
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  2. Tybytha Ryan
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  3. Daniel P. Kennedy
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Contributions

SH and DPK designed the study; SH, TR, and DPK performed the research and analyzed the data; SH wrote the first draft of the paper with input from all authors; All authors edited and approved the final version of the manuscript.

Corresponding authors

Correspondence to Sarah Hurwitz or Daniel P. Kennedy.

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Appendix

Appendix

List of behaviors for video coding. Each 20 second interval of the video is coded for the presence of each of the behaviors

Conversational reciprocity

Initiates new topic

Asks reciprocal question

Asks personal question/makes statement about interventionist

Elaborates

Brief answer to question

Complete answer to question

Ignores partner’s question

Interrupts

Misses opportunity to elaborate

Abrupt/awkward topic transition

Topic inappropriate

Restrictive interest

Nonverbal communication

Inappropriate eye contact

Physical stereotypies present

Socially awkward or inappropriate behavior

Face and/or body not oriented toward speaker

Facial affect incongruous

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Hurwitz, S., Ryan, T. & Kennedy, D.P. Developing Social Communication Skills Using Dual First-Person Video Recording Glasses: A Novel Intervention for Adolescents with Autism. J Autism Dev Disord 50, 904–915 (2020). https://doi.org/10.1007/s10803-019-04312-6

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  • DOI: https://doi.org/10.1007/s10803-019-04312-6

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