Title
Increased Social Functioning in Children with ASD through Video-Modeling
Primary Submission Contact
Kassandra Walters
Faculty Sponsor
Angela Vernon
Faculty Sponsor Email Address
angie.vernon@valpo.edu
College
Arts and Sciences
Department/Program
Department of Psychology
Document Type
Poster Presentation
Date
2016
Abstract
Autism Spectrum Disorder (ASD) is characterized by deficits in social functioning; particularly by impairments in reciprocal pretend play and social interaction. The effectiveness of many behavioral techniques in addressing these deficits has been examined. One technique, video-modeling, has enhanced functioning in a variety of social behavior categories (MacDonald, Sacramone, Mansfield, Wiltz, and Ahearn, 2009). Indeed, Charlop-Christy, Le, and Freeman (2000) have indicated that video modeling, when compared to in vivo modeling, leads to faster acquisition of new skills. The current study explored the effectiveness of video modeling in teaching appropriate responding in cooperative game situations which include unpredictable, unscripted elements. To respond appropriately, children must adjust behavior to match the situation. A multiple baseline design was employed to investigate the acquisition of situation-appropriate verbal and motor responses in children with ASD. Participants’ responding was measured over a baseline, in which they were given access to play materials, but no prompting from researchers. After completion of baseline observation, children were exposed to five sessions of video-model viewing. After viewing the video in each session, children were given access to the play materials accompanied by simple prompts to begin play. Finally, test/probe trials were conducted to assess acquisition of appropriate responses. Systematic observations indicated that target responses increased considerably over baseline levels. Across all trials, the independent observers achieved an inter-rater reliability of 90%. Thus, the video-modeling technique was an effective means of training children to emit situation-appropriate responses in a cooperative game context.
Recommended Citation
Walters, Kassandra; Peterson, Paige; and Hallead, Molly, "Increased Social Functioning in Children with ASD through Video-Modeling" (2016). Fall Interdisciplinary Research Symposium. 11.
https://scholar.valpo.edu/fires/11
Additional Presentation Information
Wall Poster
Biographical Information about Author(s)
Kassandra Walters is a senior psychology student who has completed practicum work at the Northwest Indiana Special Education Cooperative. She plans to pursue graduate training in clinical mental health counseling with an emphasis on school psychology.
Paige Peterson is a senior psychology student who has completed practicum work at the Northwest Indiana Special Education Cooperative. She plans to pursue graduate training in clinical mental health counseling.
Molly Hallead is a senior psychology student who is currently serving as a tutor for children with ASD at the Northwest Indiana Special Education Cooperative. She plans to attend medical school after graduation from VU.