VIDEO MODELING FOR CHILDREN WITH ASPERGER SYNDROME OR HIGH FUNCTIONING AUTISM

Abstract

A multiple case study was conducted over the duration of six
months to assess the effectiveness of video modeling intervention in
teaching social behaviors. A group of 20 children with Asperger
Syndrome or High Functioning Au-tism were selected from mainstream
public school. Each child watched a videotape demonstrating
a targeted be-havior by a typically developing peer or a video
of them-selves modeling the appropriate behavior. The child was
then asked to engage in a social situation demanding the use of
previously taught behavior. A special education teacher, classroom
teacher, and speech-language pathologist rated the child’s
interaction and use of target-ed behaviors. Videos were used to
modify, teach or shape a target behavior for the child to imitate
and learn. For the purpose of this study, three specific behaviors
were taught: teaching compliment giving, initiations, maintain-ing
conversations, and learning and obeying classroom rules. Results of
this study indicated that video modeling is an effective intervention
method in teaching social behav-iors to children on the Autism
Spectrum. All participants showed an increased use of targeted
social behaviors and also attempted to generate behaviors regardless
of target-ed stimuli. Further research in using adults as models
and targeting various social behaviors is warranted