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Teaching Socially Expressive Behaviors to Children with Autism Through Video Modeling

Teaching Socially Expressive Behaviors to Children with Autism Through Video Modeling Abstract: Children with autism often lack complex socially expressive skills that would allow them to engage others more successfully. In the present study, video modeling was used to promote appropriate verbal comments, intonation, gestures, and facial expressions during social interactions of three children with autism. In baseline, the children rarely displayed any of the target behaviors. In treatment, each child watched a videotape of two persons interacting in a play setting. One person acted as the therapist and presented the social cues. The second acted as the child, and provided models of appropriate responses including verbal comments, intonation, gestures, and facial expressions. Results indicated that video modeling led to rapid acquisition of socially expressive behaviors. All three children reached criterion for all four target behaviors after viewing the video only three or four times. The children also displayed generalization of these socially expressive behaviors in probes across setting, stimuli, and persons. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Education and Treatment of Children West Virginia University Press

Teaching Socially Expressive Behaviors to Children with Autism Through Video Modeling

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Publisher
West Virginia University Press
Copyright
Copyright © West Virginia University Press
ISSN
1934-8924
Publisher site
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Abstract

Abstract: Children with autism often lack complex socially expressive skills that would allow them to engage others more successfully. In the present study, video modeling was used to promote appropriate verbal comments, intonation, gestures, and facial expressions during social interactions of three children with autism. In baseline, the children rarely displayed any of the target behaviors. In treatment, each child watched a videotape of two persons interacting in a play setting. One person acted as the therapist and presented the social cues. The second acted as the child, and provided models of appropriate responses including verbal comments, intonation, gestures, and facial expressions. Results indicated that video modeling led to rapid acquisition of socially expressive behaviors. All three children reached criterion for all four target behaviors after viewing the video only three or four times. The children also displayed generalization of these socially expressive behaviors in probes across setting, stimuli, and persons.

Journal

Education and Treatment of ChildrenWest Virginia University Press

Published: Aug 22, 2010

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