Exploring the Acquisition of Social Communication Skills in Children with Autism: Preliminary Findings from Applied Behavior Analysis (ABA), Parent Training, and Video Modeling

Abstract

Social communication skills, especially eye contact and joint attention, are frequently impaired in autism spectrum disorder (ASD) and predict functional outcomes. Applied behavior analysis is one of the most common evidence-based treatments for ASD, but it is not accessible to most families in low- and middle-income countries (LMICs) as it is an expensive and intensive treatment and needs to be delivered by highly specialized professionals. Parental training has emerged as an effective alternative. This is an exploratory study to assess a parental intervention group via video modeling to acquire eye contact and joint attention. Four graded measures of eye contact and joint attention (full physical prompt, partial physical prompt, gestural prompt, and independent) were assessed in 34 children with ASD and intellectual disability (ID). There was a progressive reduction in the level of prompting required over time to acquire eye contact and joint attention, as well as a positive correlation between the time of exposure to the intervention and the acquisition of abilities. This kind of parent training using video modeling to teach eye contact and joint attention skills to children with ASD and ID is a low-cost intervention that can be applied in low-resource settings.

Family-Centric Applied Behavior Analysis Facilitates Improved Treatment Utilization and Outcomes

“…For patients with higher ASD severity or clinically significant IBs, enhanced support is required for optimal outcomes [15], and accessing additional treatment time and support is feasible for patients under the pBT Forta model. Statistically significant gains observed in the SOC and COMM domain reflect findings from recent research, indicating that caregiver training and caregiver-led ABA practices can positively impact social and communication skills [33,35] even among children who are non-verbal. Developing these skills is crucial for reducing problematic behaviors [35], for being able to effectively engage in social relationships, and to mitigate any consequences of impaired communication within academic and social situations [33].…”

“…Buzhardt et al (2016) examined generalizability of an online ABA training program for Hispanic families with a child on the autism spectrum by incorporating a Spanish-language training program, the use of an interpreter, and culturally adapted ABA practices, yielding caregiver knowledge and skill gains for ABA implementation [32]. Bordini et al (2024) examined outcomes for children on the autism spectrum aged 3-7 years whose caregivers were trained in ABA methods via instructional videos to provide prompts to elicit social communication behaviors (eye contact and joint attention) from the child [33]. Statistically significant changes in Vineland scores associated with joint attention were observed, demonstrating an increase in joint attention behaviors with less prompting over time [33].…”

“…Bordini et al (2024) examined outcomes for children on the autism spectrum aged 3-7 years whose caregivers were trained in ABA methods via instructional videos to provide prompts to elicit social communication behaviors (eye contact and joint attention) from the child [33]. Statistically significant changes in Vineland scores associated with joint attention were observed, demonstrating an increase in joint attention behaviors with less prompting over time [33]. Ferguson et al (2022) examined telehealth-based ABA coaching for caregivers for use in playtime scenarios to improve manding and the ability of the child to establish eye contact with the caregiver, demonstrating variable increases among participants for increased eye contact, but minimal improvement in manding [34].…”