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Investigating the functional relationship between video modeling and improved social language skills of a child with autism

University of British Columbia

Identifying useful strategies for teaching children with autism to use social language with their peers is a challenge for professionals designing treatment programs. Previous research has documented that video modeling can be effective in teaching children with autism a variety of skills; however, the methods utilized have not demonstrated great success in teaching complex social language use with peers. The purpose of this study was to assess the effectiveness of video modeling for teaching a child with autism to use social language with a typical peer during play. Specifically, the study included the use of multiple response exemplars (i.e., multiple video vignettes as models) for promoting unscripted and generative social language with peers. The results provide suggestive evidence that experimental control was demonstrated using a multiple baseline design across three play activities. The video modeling intervention was effective in increasing social language in two of the three activities. Video feedback and prompting were required in the third activity in order for a stable rate of increased language to occur. The results are discussed with reference to previous research, future directions, and implications for practice.

Thesis/Dissertation

application/pdf

2009-11-20

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http://hdl.handle.net/2429/15322

Counselling Psychology

University of British Columbia

UBCV

DSpace