VIDEO MODELING TEACHES PRETEND PLAY SCHOOLS TO PRE-SCHOOLERS WITH AUTISM SPECRTRUM DISORDERS

Abstract

Improving play skills in children with Autism Spectrum Disorders can have positive effects on their social, linguistic and cognitive development. The current study used an alternating treatment single subject design with multiple baselines across participants to compare the effects of peer video modeling and adult video modeling on the acquisition of functional pretend play skills in 3 kindergarten age children with autism. Participants were tested in free play for acquisition of modeled actions and modeled verbal responses. Both forms of video modeling were equally effective interventions. For two of the participants, appropriate verbal responses showed an increase after intervention was implemented