Effects of Video Modelling on Training and Generalisation of Social Initiation and Reciprocal Play by Children With Autism

Abstract

Previous research using children with autism has shown that video modelling can be effective in enhancing a variety of skills. The present study was conducted to assess the effectiveness of video modelling intervention to promote social initiation and reciprocal play as well as to increase the likelihood of generalisation of the treatment gains across stimuli. Three children with autism participated in this study and experimental control was demonstrated using a multiple baseline across subjects design. Each child watched a short videotape showing a model and the experimenter engaged in a simple reciprocal play using one toy. When this behaviour was established, then programming for generalisation across four other toys in the absence of a videotape took place. For all children, video modelling appeared to enhance both the social initiation and play skills and also it facilitated the generalisation of this social behaviour across stimuli. The behaviour changes for these three children generalised across settings and subjects and maintained after a 1-and 3-month follow-up period.

Dimensions of collaboration on a tabletop interface for children with autism spectrum disorder

“…To date, a number of advanced technologies have targeted the training of social competence of children with ASD [13], including video modeling [19], virtual reality [20] and socially assistive robots [6]. Yet, there is still a lack of well-established practices for the design of technology to support therapeutic and educational interventions for these children [7].…”

Use of video modeling to increase generalization of social play by children with autism.

“…Thus, the video display could have served as a verbal discriminative stimulus that affected the subsequent responding of the children and video modeling could be examined as an example of rule-governed behavior. It is also worth mentioning that although language development was not included in the objectives of any of the studies by Keenan (2004a &2004b) all participants began imitating the verbal components presented on the video. Interestingly, video modeling in these two studies produced quicker changes in the This article is a version after peer-review, with revisions having been made (i.e., pre-publication version).…”

“…The overall objective of the first study (Nikopoulos & Keenan, 2004a) was to examine a) whether a video modeling intervention could be effective in promoting social play skills (i.e., social initiation & reciprocal play) in a simplified environment (i.e., in the presence of only one toy at a time) and b) whether potential success with one toy during video modeling training could increase the probability of success with new toys in the absence of video (i.e., generalization of social play).…”

A Systematic Review for Assisting the Echolalia Attacked Autism People using Robot and Android Application

“…To date, a number of advanced technologies have targeted the training of social competence of children with ASD [10] including video modeling [11] virtual reality [12] and socially assistive robots [13]. Recent studies have shown that individuals can learn to cope with common social situations if they are made to enact possible scenarios they may encounter in real life.…”