Effects of Peer vs. Adult Video Modeling on Pretend Play Skills in Pre-School Age Children with Autism Spectrum Disorder

Abstract

Autism spectrum disorders are a set of pervasive developmental disorders characterized by problems in social interaction, verbal acquisition, stereotyped/repetitive behaviors and imaginative play skills. Improving play skills in children 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. Video modeling consisted of participants watching a videotape of adult and peer models performing appropriate play behaviors and giving appropriate verbal responses. Participants were tested in free play for acquisition of modeled actions and modeled verbal responses. Both video modeling procedures were equally effective in teaching play skills. For two of the participants, appropriate verbal responses showed a marked increase after intervention was implemented.