Association for Behavior Analysis International

The Association for Behavior Analysis International® (ABAI) is a nonprofit membership organization with the mission to contribute to the well-being of society by developing, enhancing, and supporting the growth and vitality of the science of behavior analysis through research, education, and practice.


32nd Annual Convention; Atlanta, GA; 2006

Event Details

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Symposium #143
Effective Use of Video Modeling with Children with Autism
Sunday, May 28, 2006
10:30 AM–11:50 AM
Regency VII
Area: AUT; Domain: Applied Research
Chair: Stephen C. Luce (Melmark, Inc.)
Discussant: Stephen C. Luce (Melmark, Inc.)
Abstract: Video modeling involves a child watching a videotape of someone performing a behavior for the child to imitate (LeBlanc et al, 2003) . Some research has found video modeling to be an effective method of teaching for children with autism (Charlop-Christy et al., 2000; D’Ateno et al., 2003; Nikopoulos & Keenan, 2003; Taylor et al., 1999;), This symposium presents 3 studies in which video modeling was used to teach language and play skills to children with autism.
Teaching Observational Play Skills to Children with Autism via Video Modeling.
COURTNEY M. WELLS (St. Cloud State University), Kimberly A. Schulze (St. Cloud State University), Eric Rudrud (St. Cloud State University)
Abstract: Autism is a pervasive developmental disorder generally characterized by deficits in social interaction, language, imitation, and imaginative or symbolic play (American Psychiatric Association, 1994). This researcher examined the effectiveness of a video modeling procedure on improving appropriate social interactions and play in 2 children with autism. A multiple-probe design across toys was used with both participants. Participant 1 was trained to observe the social interactions of others and to maintain those interactions. Participant 2 was trained to play independently with 2 sets of toys. A variety of videos, settings, and models were used throughout the study. Generalization probes with a separate set of toys were taken during baseline and following the video modeling intervention. Maintenance probes were conducted one time per week for four weeks.
The Use of Video Modeling to Increase Play Skills in Children with Autism.
CORLEY D. MAGNUSSON (St. Cloud State University), Kimberly A. Schulze (St. Cloud State University), Rossana Astacio (St. Amant Research Centre)
Abstract: The effect of video modeling on modeled and novel play responses was measured in a multiple baseline design replicated across subjects. In addition, modeled and novel play responses were measured in a discrete trial training (DTT) condition. Three children with autism participated in the study, which was conducted in the children’s homes. Video modeling was conducted in a manner to facilitate generalized and novel responding. Modeled play responses did not increase in the video modeling condition. However, novel play responses increased slightly for some children in this condition. Modeled play responses increased and novel play responses decreased in the DTT condition. Future research should evaluate video modeling with children who have multiple step imitation skills, and evaluate a modified procedure in which children manipulate the play materials as they watch the video.
A Comparison of In Vivo vs. Video Modeling in Teaching Children with Autism.
TERRI KIM (St. Cloud State University), Kimberly A. Schulze (St. Cloud State University)
Abstract: This study attempted to replicate Charlop-Christy, Le, and Freeman (2000), who found video modeling to be more effective than in vivo modeling in teaching nonverbal, verbal, and social skills to children with autism. Furthermore, only the skills acquired via video modeling generalized across stimuli, people, and settings. The present study compared the effectiveness of video modeling with in vivo modeling in three children with autism. Multiple baseline design was used across the children and within each child across the two modeling conditions. Target skills included coloring, tracing, labeling, and play-related language. One task was assigned in the video modeling condition and another in the in vivo modeling condition. In the video modeling condition, the children watched videotapes of models performing target behaviors, while they observed live models in the in vivo modeling condition. In this study, there were no significant differences in acquisition or generalization of the skills between the in vivo and video modeling conditions. Additional studies may be necessary to identify the most effective method of teaching for various skills.



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