Using Video Modeling to Teach Reciprocal Pretend Play to Children With Autism

Abstract

The purpose of the present study was to use video modeling to teach children with autism to engage in reciprocal pretend play with typically developing peers. Scripted play scenarios involving various verbalizations and play actions with adults as models were videotaped. Two children with autism were each paired with a typically developing child, and a multiple-probe design across three play sets was used to evaluate the effects of the video modeling procedure. Results indicated that both children with autism and the typically developing peers acquired the sequences of scripted verbalizations and play actions quickly and maintained this performance during follow-up probes. In addition, probes indicated an increase in the mean number of unscripted verbalizations as well as reciprocal verbal interactions and cooperative play. These findings are discussed as they relate to the development of reciprocal pretend-play repertoires in young children with autism.

A Comparison of Least-to-Most Prompting and Video Modeling for Teaching Pretend Play Skills to Children with Autism Spectrum Disorder

“…From this aspect, the research shows similarity with the findings of other studies questioning the effects of teaching using least-to-most prompting in teaching pretend play skills (Barton & Wolery, 2010;Kasari et al, 2006) as well as the use of video modeling (Boudreau & D'Entremont, 2010;MacDonald et al, 2009;Scheflen et al, 2012). When the findings obtained from this research are examined regarding the teaching of pretend play skills from a different viewpoint, it is seen that pretend play skills are designed without considering the types and features of pretend play in previous studies (Hobson et al, 2009;Kasari et al, 2006;Lydon et al, 2011).…”

“…These results are effective when examining recent studies conducted on individuals with ASD. A large number of studies in which pretend play skills are taught to individuals with ASD via video modeling are included in the literature (Boudreau & D'Entremont, 2010;MacDonald et al, 2009;Scheflen, Freeman, & Paparelle, 2012). The effects of video modeling on teaching intended pretend play behaviors and verbal expressions related to play for children with ASD were examined in these studies.…”

Assessing Preferences of Individuals With Developmental Disabilities: A Survey of Current Practices

“…Behavior analysts have applied principles of reinforcement to teach individuals with developmental disabilities language skills (e.g., Bourret, Vollmer, & Rapp, 2004), social interaction skills (e.g., Krantz & McClannahan, 1998), play skills (e.g., MacDonald, Sacramone, Mansfield, Wiltz, & Ahearn, 2009), community safety skills (Page, Iwata, & Neef, 1976), personal hygiene skills (e.g., Swain, Allard, & Holborn, 1982), and vocational skills (e.g., Lattimore, Parsons, & Reid, 2006). In addition, techniques based upon the principles of behavior have proven invaluable in the assessment and treatment of problem behaviors such as self-injury (e.g., Iwata, Dorsey, Slifer, Bauman, & Richman, 1982/1994, aggression (e.g., DeLeon, Fisher, Herman, & Crosland, 2000), stereotypy (e.g., Ahearn, Clark, MacDonald, & Chung, 2007), noncompliance (e.g., Mace et al, 1988), food refusal (e.g., Gulotta, Piazza, Patel, & Layer, (2005), and property destruction (e.g., Fisher, Adelinis, Thompson, Worsdell, & Zarcone, 1998).…”

New Techniques in Interventions for Children with Autism Spectrum

“…The list of video modeling achievements is growing fast and includes, for example, teaching of functional living skills [34][35][36][37]; conversational skills [16,[38][39][40]; social language (expressive) skills [41][42][43]; academic skills [44,45]; perspective taking [46,47]; socially relevant behaviors and play skills [48][49][50][51][52][53][54][55][56][57][58][59][60][61][62][63][64]; iPod use [65]; generalized imitation skills [66]; or transitional behaviors [67].…”