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Using video modeling to teach siblings of children with autism how to prompt and reinforce appropriate play
Author(s) -
Neff Elanor R.,
Betz Alison M.,
Saini Valdeep,
Henry Elizabeth
Publication year - 2017
Publication title -
behavioral interventions
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.605
H-Index - 34
eISSN - 1099-078X
pISSN - 1072-0847
DOI - 10.1002/bin.1479
Subject(s) - autism , psychology , sibling , intervention (counseling) , video modeling , developmental psychology , reinforcement , autism spectrum disorder , sibling relationship , typically developing , modelling , teaching method , social psychology , mathematics education , psychiatry
This study investigated the use of video models to teach typically developing children how to prompt and reinforce appropriate play behavior during games with their sibling with autism. With 3 sibling dyads, we extended research on cooperative sibling play by examining video modeling as the sole intervention to facilitate appropriate play between siblings in the absence of specific reinforcement for skills learned in the video model. Video models included brief clips of adults playing games with the child with autism and demonstrating how to prompt and reinforce play behavior. Results indicated that for 2 of the 3 sibling dyads video modeling alone was sufficient to teach prompts and appropriate delivery of reinforcement. An increase in on‐task activity engagement was also observed for both siblings with autism across all 3 dyads.