Using Point-of-View Video Modeling to Teach Play to Preschoolers With Autism

Abstract

T his study evaluated the effectiveness of point-of-view video modeling in teaching selected toy-play skills to two preschoolers with autism. This type of modeling involved the experimenters carrying or holding the video camera at eye level (from the child's perspective) and without recording models (persons]) to show the environment as a child would see it when he or she was performing the targeted skills. The researchers used a multiple-probe design across two children and two behaviors to evaluate the effect of the point-of-view modeling on the children's acquisition and maintenance of play actions. They used generalization probes to assess the degree to which the participants used the new skills across novel toys and during classroom activities. The results indicated that point-of-view modeling was an effective tool for teaching toy-play actions to preschoolers with autism. The authors discuss the extension of current video modeling research and implications for home and school interventions.

The Effectiveness of Point-of-View Video Modeling as a Social Skills Intervention for Children with Autism Spectrum Disorders

“…The alteration to the study materials, prompts, and reinforcement aided Kaci in imitating the modeled behaviors with the set of cooking toys. Hine and Wolery (2006) stated that the presentation of multiple examples of the targeted behavior through the pointof-view video models led to generalization; however, only skills gained with the set of gardening toys generalized to the classroom setting. Both participants performed with inconsistency in the maintenance probes, thus making it difficult to draw conclusions about the effectiveness of the intervention in promoting maintenance of gains.…”

“…The authors also mention that the prompting and reinforcement may have impacted their data and may have potentially led to multiple treatment interference. Additionally, like the previous study by Hine and Wolery (2006), the study was rather small, including only two participants with two play sets. According to Kratochwill et al (2010), at least three replications are necessary to strengthen the conclusions made in multiple baseline studies.…”

“…A VM commonly includes a desired skill or replacement behavior presented to students in a video format. Students are provided with opportunities to observe the video repeatedly and then participate in sessions which allow the student to imitate and practice the skill or behavior shown in the VM (Hine and Wolery 2006).…”

“…Instructors may record a number of VMs in a variety of naturalistic settings that are applicable to the individual student (Scheflen et al 2012). The VM may be used for more than one student or may be edited to better individualize the product by adding preferred music or video clips to encourage the student to attend to the videos (Hine and Wolery 2006).…”

“…It is also known that this population does not commonly engage in incidental learning; therefore, VM is an approach that directly teaches the skill or behavior to be imitated and to be applied in the naturalistic setting (Hine and Wolery 2006;McCoy and Hermansen 2007). In addition, individuals with ASD frequently struggle with attending to important and relevant cues in their environment (Haney 2013).…”