Teaching complex social skills to children with autism; advances of video modeling.

Abstract

Although there has been a corresponding explosion of literature regarding the treatment of the social deficits in autism, the establishment of more complex social behaviors still remains a challenge. Video modeling appears as one approach to have the potential to successfully address this challenge. Following an introduction to modeling that constitutes the basis of this procedure, the current paper explores those video modeling studies that have targeted the promotion of complex social skills. It is suggested that this approach could be an effective addition to peer-mediated treatment procedures, especially for children with autism who cannot always be in environments where peers are present. Further, the likely success of video modeling seems to be dependent upon the prior elimination of behaviors that interfere with the development of imitation skills.

Video modeling para enseñar habilidades sociales a niños con trastorno del espectro autista. Una revisión sistemática

“…Los resultados muestran algunas características del perfil de sujeto adecuado para aplicar VM como son: (1) Las conductas elegidas deben estar adaptadas a cada individuo en particular en función de sus necesidades y características (Shukla-Mehta et al, 2010;Wilson, 2013a); (2) Cada participante debe cumplir unos prerrequisitos mínimos que garanticen la capacidad de: mantener la atención el tiempo necesario para ver el vídeo, disponer de habilidades básicas de imitación (verbal y motora), capacidad de procesamiento de la información visual y presentar habilidades de juego funcional. Esta última característica está relacionada con el concepto de zona de desarrollo próximo (Vigotsky, 1978); (3) Que los vídeos tengan una duración corta y la conducta objetivo se muestre dividida en unidades más pequeñas con el fin de facilitar la comprensión de lo que deben aprender (Nikopoulos y Nikopoulou-Smyrni, 2008) y, por último, (4) elegir conductas que se puedan observar fácilmente; pues no todas las conductas son susceptibles de utilizar con VM (Wert y Neisworth, 2003;Wilson, 2013a). Parece pues necesario evaluar las habilidades de cada niño en atención sostenida, imitación, procesamiento visual y seguimiento de instrucciones complejas antes de realizar la intervención (Akmanoglu et al, 2014;Ulke-Kurkcuoglu, 2015;Williamson et al, 2012;Wilson, 2013b) con la finalidad de que el VM sea efectivo.…”

New Techniques in Interventions for Children with Autism Spectrum

“…Hence, this finding becomes clinically significant [84] and important for the design of structured programs for children with autism. Since videos provide a permanent product, one video recording of an adult's or peer's actions could undoubtedly reduce the cost of live models employed in such programs [85].…”

The Effect of Educational Software, Video Modelling and Group Discussion on Social‐Skill Acquisition Among Students with Mild Intellectual Disabilities

“…). Simulations and modelling may provide additional support to that method as it enables provision of precise examples followed by evaluation and discussion; thus, enabling learning new behaviours in a controlled environment (Leaf & McEachin ; Nikopoulos & Nikopoulou‐Smyrni ). Modelling and demonstration of observed behaviours have been successful using video modelling.…”

“…The process of learning social skills may include understanding judgment and reasoning, and developing awareness towards the implications of their behaviours; abilities that require multiple opportunities to practice before internalizing them (Cihak et al 2006). Simulations and modelling may provide additional support to that method as it enables provision of precise examples followed by evaluation and discussion; thus, enabling learning new behaviours in a controlled environment (Leaf & McEachin 1999;Nikopoulos & Nikopoulou-Smyrni 2008). Modelling and demonstration of observed behaviours have been successful using video modelling.…”