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| Evaluating Video Modeling with Children with Autism |
| Sunday, May 25, 2008 |
| 9:00 AM–10:20 AM |
| International South |
| Area: AUT/DDA; Domain: Applied Research |
| Chair: Linda A. LeBlanc (Western Michigan University) |
| CE Instructor: Linda A. LeBlanc, Ph.D. |
| Abstract: Video modeling is a popular intervention with children with autism spectrum disorders. The presenters will describe four experimental investigations of the use of video modeling to teach skills to children with autism spectrum disorders. |
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| Strategies for Teaching Children with Autism to Imitate Response Chains Using Video Modeling. |
| LISA TERESHKO (ACES Village School), Rebecca P. F. MacDonald (The New England Center for Children), William L. Holcomb (The New England Center for Children), William H. Ahearn (The New England Center for Children) |
| Abstract: Video modeling has been shown to be a successful strategy for teaching play skills to children with autism. The purpose of the current investigation was to evaluate the prerequisites to video modeling and to teach children with autism, who did not imitate videos, to construct three toy structures through the use of a modified video modeling procedure. Four male students, ages 4 to 6, diagnosed with pervasive developmental disorder participated. The dependent variables were steps completed in the response chain of building the toy structure and attending. The independent variable was the number of steps modeled in the video. A multiple probe design within participant across the toy structures was used. There were three phases: picture only, full video, and video segments. Treatment involved a changing criterion design. The video model increased in length dependent upon the participants’ performance. Inter-observer agreement was calculated in 35% of sessions with a range of 97 to 100% agreement. Results showed that breaking down a video model was an effective strategy for teaching all participants to construct toy structures. |
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| Teaching Social Initiations to Children with Autism via the Use of Point-of-View Video Modeling. |
| ALLISON SERRA TETREAULT (West Virginia University), Dorothea C. Lerman (University of Houston, Clear Lake) |
| Abstract: Video modeling (VM) is a widely used simulation technique that has been applied to the education of children with developmental disabilities. This method has been employed to teach skills in the areas of self help, toy play, social interaction, academic tasks, and community integration. One form of VM that lacks in-dept analysis is point-of-view video modeling (POV-VM). The current study investigated the use of POV-VM to teach four children diagnosed with autism to socially initiate with a listener. Using a multiple baseline across scripts design, the participants were taught to engage in both eye contact and vocal behavior without the presentation of a vocal discriminative stimulus from the listener. The treatment package included both the presentation of the target video as well as reinforcement for scripted behavior. While this combination proved successful for increasing the social behavior of two participants, the inclusion of prompts was necessary to achieve acquisition for a third, and rehearsal during video viewing was necessary for the fourth. These data suggest that while POV-VM may be a successful technique for teaching some skills, limitations exist that should be further investigated. |
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| Comparing Point of View and Scene Video Modeling for Children with Autism. |
| COURTNEY DILLON (Western Michigan University), Kaneen B. Geiger (Western Michigan University), Linda A. LeBlanc (Western Michigan University) |
| Abstract: Video modeling is an intervention that has been used to teach a variety of skills to children with autism. Several variants of video modeling have been developed including point-of-view video models and scene video models. While point-of-view models and scene models have both been shown to be effective, these types of video models have not been directly compared to determine whether one is differentially more effective than the other. The current study directly compared these types of video models for teaching social, adaptive, and play skills to children with autism spectrum disorders using a multielement design. Skills were yoked in pairs with one of the pair taught via scene modeling and the other taught via point-of-view modeling. The outcomes are compared with respect to level of acquisition and trials to criterion. |
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| The Role of Preference in Video Modeling Effectiveness. |
| KANEEN B. GEIGER (Western Michigan University), Courtney Dillon (Western Michigan University), Linda A. LeBlanc (Western Michigan University) |
| Abstract: Video modeling is an instructional technique demonstrated to effectively increase social skills, academic skills, daily living skills and play skills for children with autism. Charlop-Christy, Le and Freeman (2000) demonstrated that video modeling was more efficient than in-vivo modeling with children with autism, requiring fewer trials to criterion, producing greater generalization, and requiring less time and money resources than in-vivo modeling. There are several hypotheses for why video modeling is effective. One hypothesis is that children with autism prefer watching videos to looking at people, enhancing motivation and making attending to the video model automatically reinforcing, however; preference for video has not been experimentally examined. This study assessed participants’ preference for either video modeling or in-vivo modeling using a concurrent-chains arrangement. Secondary data were collected on participants’ initial preference for videos in relation to other leisure activities, attention to the model, and trials to criterion to determine if preference had any effect on video modeling effectiveness. |
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