thesisThe current study compared the efficacy of video-based social skills instruction for children with autism to traditional didactic instruction of social skills. The study consisted of two separate social skills groups. Two children with Autism Spectrum Disorder (ASD) and two typically developing same-aged peers were included in an experimental group that received video-based social skills instruction. Two other children with ASD and 2 additional typically developing same-aged peers were included in the group that received traditional didactic social skills instruction. The social skills lessons were taught twice per week for 8 weeks. Generalization probes of social interaction during free play time were conducted during analog free time intervals for each child with autism. At the end the program, effect sizes and PND were calculated to examine differences in the amount of social interaction during free time periods for the two groups, and pre- and postmeasures of social responsiveness were compared
