Video modelling interventions to teach spontaneous requesting using AAC devices to individuals with autism: a preliminary investigation

Abstract

This multiple baseline study investigated to what extent individuals with autism would learn to operate a speech generating device (SGD) to request a preferred object by observing a video model. The intervention consisted of each participant viewing a 10- to15-s video model that demonstrated the requesting of a preferred object using a SGD. Baseline, intervention and generalisation were all implemented within a public school, special education classroom. After viewing the video model, two participants displayed the ability to request preferred items using the SGD without prompting or cues. However, the participants did not generalise requesting using the SGD to a second preferred object. The study provides preliminary evidence that video modelling can be used to teach individuals with autism and severe cognitive disabilities requesting skills using an SGD.

Peer-Mediated Theatrical Engagement for Improving Reciprocal Social Interaction in Autism Spectrum Disorder

“…The inclusion of typically developing peers in social interaction programs can improve social development and engagement in children with ASD ( 48 – 50 ). Peers can be trained to elicit target behaviors using behavioral approaches such as modeling, reinforcement, and scripting that can enhance generalization ( 53 , 55 , 56 ). In addition to working in vivo , video modeling has been shown to be a promising approach to teach a variety of skills to children with ASD ( 30 , 31 , 75 , 76 , 80 , 112 , 113 ).…”

“…Peers should not simply be a social partner but also an active model of appropriate social behavior ( 54 ). In some programs, peers are extensively trained in how to elicit certain target behaviors through modeling, reinforcement, scripts, and other program-specific methods ( 55 , 56 ). Thus, peers may serve as the optimal agent of change because they are not only the interventionists but they are also the intended recipients of improved socialization.…”

Improvement in Social Competence Using a Randomized Trial of a Theatre Intervention for Children with Autism Spectrum Disorder

“…Peer-mediation enhances generalization of newly learned skills (Kamps et al 1992) and increases peer acceptance (Kasari et al 2012). Peers can be trained to not simply be a social partner but also an intentional model of (Prendeville et al 2006) and reinforcement for appropriate social behavior (McConnell 2002; Banda et al 2010). Thus, peers may serve as the optimal agent of change because they are not only the interventionists, they are the intended recipients of improved social competence.…”

“…The use of video can facilitate observational learning and generalization of behavior (Corbett 2003; Corbett and Abdullah 2005; Corbett et al 2011; Jones et al 2014). Another example of using peers to intervene socially is the use of scripted interactions and other program-specific methods (Banda et al, 2010; McConnell 2002). Scripted interactions are a common element of acting in a theatrical play.…”

Modelagem em Vídeo para o Ensino de Habilidades de Comunicação a Indivíduos com Autismo: Revisão de Estudos

“…Estas características são destacadas na literatura como falta de iniciativa para a comunicação, limitações na linguagem receptiva e expressiva, podendo incluir perseveração verbal (permanência no mesmo assunto), ecolalia (repetição de palavras ou frases), fala idiossincrática (uso peculiar de palavras ou frases vinculadas a eventos ou objetos específicos sem relação com o contexto ou com o ouvinte), pobres características prosódicas (ritmo, tom ou afinação), habilidades não verbais pobres (gestos, expressões faciais, etc. ), uma lacuna na iniciação de linguagem espontânea, atenção compartilhada e déficits nas habilidades pragmáticas (funções comunicativas e habilidades conversacionais) (BANDA et al, 2010;AMERICAN PSYCHIATRY ASSOCIATION, 2013).…”