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.


35th Annual Convention; Phoenix, AZ; 2009

Event Details

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Symposium #425
CE Offered: BACB
The Use of Video Modeling to Increase Social Behaviors for People Who Have ASD and Their Families
Monday, May 25, 2009
1:30 PM–2:50 PM
North 120 BC
Area: AUT/EDC; Domain: Applied Behavior Analysis
Chair: Mark T. Harvey (Florida Institute of Technology)
Discussant: Lynn Kern Koegel (University of California, Santa Barbara)
CE Instructor: Michelle Turan, Master's
Abstract: From Kanner’s (1943) original conceptualization to the most recent Diagnostic and Statistical Manual of Mental Disorders, social skills deficits have been included among the primary defining characteristics in the complex disorder of Autism. Deficits in social relatedness are observed across the lifespan, and present some of the most debilitating barriers to successful integration of individuals diagnosed with Autism Spectrum Disorders (ASD). Research in the area of video modeling has shown that this approach can be an effective strategy for the acquisition and generalization of appropriate social behavioral repertoires. Utilizing this approach usually entails the creation of videos incorporating confederates (adults, peers, and/or self) who demonstrate examples and/or non-examples of targeted behaviors. After completion, the videos are shown to participants in a training environment (e.g., classroom, home, or community) and measurements of targeted behaviors taken. Results from video modeling interventions have shown great promise in the acquisition, transfer, and maintenance of behaviors. This symposium examines the use of video modeling to increase social skills engagement. The use of video modeling increased play skills for pre-school aged children, conversation skills of young adults, and parent-child interactions for children who have autism. Future directions and integration of video modeling will be presented.
Increasing Playtime Initiations for Children Who have ASD using Video Self- Modeling (VSM)
JORDAN P BOUDREAU (Florida Institute of Technology), Mark T. Harvey (Florida Institute of Technology)
Abstract: The effects of video self modeling (VSM) on social initiations for three children who have autism were investigated using a multiple baseline design. A VSM tape was developed showing the child initiating play activities with peers. Students viewed the VSM videos in their classroom prior to going to a playroom with a dyad of peers. Social initiations during “playtime” were measured and compared to levels exhibited by a typically developing peer within each student grouping. Use of VSM led to an increase in initiation for all participants with two out of three individuals increasing social initiations to levels above typically developing peers. VSM was shown to be an efficacious means for increasing initiations for leisure activities for children who have ASD.
Improving Social Conversation in Young Adults with Asperger’s Syndrome using Video Self-modeling.
WHITNEY J SMITH (Eli and Edythe L. Broad Asperger Center Koegel Autism Center), Lynn Kern Koegel (University of California, Santa Barbara)
Abstract: Young adults with Asperger’s Syndrome (AS) often display a marked impairment in social interaction, particularly social conversation with peers. This can interfere with the initiation and maintenance of peer relationships. Video self-modeling has been shown to be an effective technique for teaching social behaviors. We examined the effects of video self-modeling of social communicative behaviors during social conversation. A multiple baseline design across participants was employed to target question-asking, which was at low levels at baseline, during social conversation. Results showed that video self-modeling was an effective technique for teaching question-asking during social conversation. In addition, generalization to new peers occurred. Social validation measures also indicated that the number of peer interactions in untreated community settings increased following intervention. Results are discussed in terms of advancing intervention techniques to target more complex social goals for older individuals with AS. This presentation will include video-taped clips of baseline, video self-modeling sessions, and post-intervention social conversations.
Effects of Generic Video Modeling on Parent-Child Interaction of Families with a Child with Autism
HUI-TING WANG (University of Washington), Ilene S. Schwartz (University of Washington)
Abstract: Video modeling is an evidence-based instructional strategy in which a child learns a target behavior from watching a model performing the skill on a video tape. Video modeling, although extremely effective and efficient for children with autism, has not been used widely because of its difficulty in implementation. Moreover, all of the video modeling tapes in existing research studies are individualized with either familiar models or/and familiar settings. It would be difficult and time-consuming for educators to make different tapes for different students and for different skills. An exploration of more cost-effective video modeling strategies is needed. There is only one video modeling study focusing on teaching the parents of the children with autism (Reamer, Brady & Hawkins, 1998). Thus, this study was designed to further investigate the effects of video modeling on training parents as well as their children with autism by watching the generic video modeling tape together to improve parent-child interaction, which is considered a critical cornerstone for developing children's other social relationships. A multiple baseline probe design across the four parent and child dyads was used.



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