Teaching Independent Transitioning to Young Children with Autism Using Video Self-Modeling with Video Feedback via iPads

Abstract

This study investigated the efficacy of Video Self-Modeling (VSM) with video feedback using iPads to improve independent transitioning of two young children, a first grader and a preschooler, with Autism Spectrum Disorder (ASD) across play activities and school routines. It was hypothesized that participants would transition independently through play activities and daily routines after watching their exemplary behaviors on an iPad. Teachers and teacher assistants delivered the intervention in inclusive classrooms. An A-B-A-B research design was used with the first grader whereas an A-B-

Teaching Social Initiation Skills to Young Children with Autism Using Video Self-Modeling with Video Feedback

“…By pointing out, for example, how the child was waiting his turn, behaviors that might not have been obvious to the child in the initial viewing of the video become more salient. This promoted the display of the target behaviors and reduced any inappropriate behaviors, similar to a study by Kabashi and Epstein [21].…”

“…The number of independent mands remained high in all three sessions (M=16; range, [12][13][14][15][16][17][18][19][20][21]. He also greeted the peer at the start of each session.…”