My Research
The Efficacy of a Video Self-Modeling Intervention on Peer Social Initiation Skills of Children
with Autism Spectrum Disorders (ASD)
Social initiation skills are considered among the most challenging skills to acquire by children with Autism
Spectrum Disorder (ASD). Generalization of social initiations is another related challenging area. Research
indicates that when provided with appropriate interventions, children with ASD may enhance social initiation
skills and generalize them across settings, people, and materials. This study implemented a multiple probe
single subject design across three children with ASD to examine whether a video self-modeling intervention is
effective in establishing a mand repertoire and other types of peer social initiations. Generalization and
maintenance effects were measured in addition to the social validity of the video self-modeling intervention.
While video self-modeling led to substantial improvements in almost all of the target behaviors for one
participant, additional strategies were implemented for two other participants. Discussion of findings, study
limitations, and future recommendations are addressed as well.
Evaluating the Efficacy of Video-Based Instruction (VBI)
on Improving Social Initiation Skills of Children with Autism
Spectrum Disorder (ASD): A Review of Literature
This literature review examined 36 studies that implemented Video-Based Instruction (VBI) to promote the social initiation skills of children with Autism Spectrum Disorder (ASD). Studies that met the criteria were analyzed to determine (a) characteristics of participants, (b) dependent variable(s), (c) independent variable, (d) results, (e) maintenance and generalization, and (f) social validity. Studies were analyzed into categories based on the nature of the independent variable: (a) video modeling, (b) video self-modeling, (c) video modeling and/or video self-modeling in a treatment package, (d) other VBI approaches, and (e) comparative studies. Results of this review strongly support the efficacy of VBI for promoting social initiation skills of children with autism. Discussion of findings and further recommendations for research are provided.
Improving Social Initiations of Children with Autism using Video Self-Modeling with Video Feedback: A Case Study
The purpose of this A-B subject research design was to investigate the efficacy of video self-modeling with video feedback using an iPad to promote social initiation skills in a young child with Autism Spectrum Disorder (ASD). It was hypothesized that the participant would increase social initiations toward peers in an inclusive preschool classroom by viewing a video of himself performing four targeted behaviors. The participant’s paraprofessional and his early childhood special educator implemented the intervention and provided feedback on his performance. Findings of this case study revealed improvements in the four targeted behaviors: approaching, greeting, inviting, and interacting with a peer. As a result of the intervention, the participant demonstrated generalization of target behaviors across settings, peers, items, and activities. In addition, the target behaviors were maintained one month after the intervention was withdrawn. Social validity results from the participant’s parents as well as his paraprofessional and teachers supported efficacy of the intervention.
Teaching Independent Transitioning to Young Children with
Autism Using Video Self-Modeling with Video Feedback via
iPads
This study investigated the efficacy of Video Self-Modeling (VSM) with video feedback using iPads to
improve independent transitioning of two young children, a first grader and a preschooler, with Autism
Spectrum Disorder (ASD) across play activities and school routines. It was hypothesized that
participants would transition independently through play activities and daily routines after watching
their exemplary behaviors on an iPad. Teachers and teacher assistants delivered the intervention in
inclusive classrooms. An A-B-A-B research design was used with the first grader whereas an A-B-A
design was implemented with the preschooler. Findings show that both participants improved targeted
behaviors. Independent transitioning skills were also maintained for both participants one month after
the intervention was withdrawn. Social validity results show that parents of participants and their
teachers favored and recommended the video self-modeling with video feedback intervention for other
children with autism.
Teaching Social Initiation Skills to Young Children with Autism Using Video Self-Modeling with Video Feedback
The purpose of this study was to examine the efficacy of video self-modeling with video feedback using iPads for establishing mands and greeting to peers in three young children with autism using a multiple probe single subject design across participants. Findings demonstrated that the intervention was effective for improving the target behaviors of two of the three participants. Independent mands generalized and were maintained, both short and long term, for two participants. Greetings generalized and were maintained in the short-term for one participant. Social validity results indicated that the raters viewed the intervention as beneficial for improving mands and greetings to peers.
Promoting Question-Asking Initiations to Peers in Young Children with Autism Spectrum
Disorder (ASD) Using Video-Based Instruction
The aim of this study was to promote question-asking initiations of young children with Autism Spectrum Disorder (ASD). Participants in this study were two boys, a first grader and a kindergartner. A multiple baseline single subject study design explored the efficacy of video self-modeling with video feedback delivered via iPads. New video vignettes of participants displaying the target behavior with peers were created throughout the implementation of the intervention. Results showed an increase in appropriate question-asking initiations with peers for both participants. One of the participants maintained the skills one month after the intervention was withdrawn. Social validity findings indicated positive results related to question-asking initiations as well as other social skills.
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