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USING VIDEO MODELING TO TEACH RECIPROCAL PRETEND PLAY TO CHILDREN WITH AUTISM
Author(s) -
MacDonald Rebecca,
Sacramone Shelly,
Mansfield Renee,
Wiltz Kristine,
Ahearn William H.
Publication year - 2009
Publication title -
journal of applied behavior analysis
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.1
H-Index - 76
eISSN - 1938-3703
pISSN - 0021-8855
DOI - 10.1901/jaba.2009.42-43
Subject(s) - autism , reciprocal , psychology , typically developing , developmental psychology , video modeling , autism spectrum disorder , modelling , teaching method , mathematics education , linguistics , philosophy
The purpose of the present study was to use video modeling to teach children with autism to engage in reciprocal pretend play with typically developing peers. Scripted play scenarios involving various verbalizations and play actions with adults as models were videotaped. Two children with autism were each paired with a typically developing child, and a multiple‐probe design across three play sets was used to evaluate the effects of the video modeling procedure. Results indicated that both children with autism and the typically developing peers acquired the sequences of scripted verbalizations and play actions quickly and maintained this performance during follow‐up probes. In addition, probes indicated an increase in the mean number of unscripted verbalizations as well as reciprocal verbal interactions and cooperative play. These findings are discussed as they relate to the development of reciprocal pretend‐play repertoires in young children with autism.