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 Independent transitioning skills were also maintained for both participants one month after the intervention was withdrawn.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

THE EFFICACY OF VIDEO SELF-MODELING FOR PROMOTING SOCIAL INITIATION SKILLS FOR CHILDREN WITH AUTISM SPECTRUM DISORDERS (ASD) TO PEERS

Social initiation skills are considered among the most challenging skills to acquire by children with Autism Spectrum Disorders (ASD). Generalization of social initiations across settings, people, and materials 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 research study implemented a multiple probe single subject research 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 social initiations to peers. Generalization and maintenance effects were measured in addition to the social validity of the video self-modeling intervention. The results of the video self-modeling intervention and discussion of findings are provided. Study limitations and future recommendations are discussed as well