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.