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Teaching Social-Communication Skills to Preschoolers with Autism: Efficacy of Video Versus In Vivo Modeling in the Classroom

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Abstract

Video modeling is a time- and cost-efficient intervention that has been proven effective for children with autism spectrum disorder (ASD); however, the comparative efficacy of this intervention has not been examined in the classroom setting. The present study examines the relative efficacy of video modeling as compared to the more widely-used strategy of in vivo modeling using an alternating treatments design with baseline and replication across four preschool-aged students with ASD. Results offer insight into the heterogeneous treatment response of students with ASD. Additional data reflecting visual attention and social validity were captured to further describe participants’ learning preferences and processes, as well as educators’ perceptions of the acceptability of each intervention’s procedures in the classroom setting.

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Acknowledgments

This study was funded by an Organization for Autism Research Graduate Research Grant. Thank you to the participating families and educational teams, as well as the author’s dissertation committee: Drs. Linda Watson, Brian Boyd, Elizabeth Crais, Lee McLean, and Patsy Pierce.

Conflict of interest

The authors declare that they have no conflict of interest.

Author information

Author notes

  1. Kaitlyn P. Wilson

    Present address: Kennedy Krieger Institute Center for Autism and Related Disorders, The Johns Hopkins School of Medicine, 3901 Greenspring Avenue, Baltimore, MD, 21211, USA

Authors and Affiliations

  1. Division of Speech and Hearing Sciences, The University of North Carolina at Chapel Hill, CB# 7190, Chapel Hill, NC, 27599-7190, USA

    Kaitlyn P. Wilson

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  1. Kaitlyn P. Wilson
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Corresponding author

Correspondence to Kaitlyn P. Wilson.

Additional information

This dissertation study was submitted by the author to the University of North Carolina at Chapel Hill in partial fulfillment of a Doctor of Philosophy degree in Speech and Hearing Sciences.

Appendix

Appendix

Fidelity of Procedures Checklist Items: Modeling Interventions

Student:    Date:    Fidelity Scored by:    Overall Score:/10

In vivo modeling fidelity items

Video modeling fidelity items

Setting characteristics

Setting characteristics

 1. Does the modeling take place in a setting with minimal distractions?

 1. Is the video footage taken in a setting with minimal distractions?

 2. Does the modeling take place in a setting that is naturalistic for the behavior being modeled?

 2. Is the video footage taken in a setting that is naturalistic for the behavior being modeled?

Accessibility of model

Technical quality

 3. Is the model produced in clear view of the child?

 3. Is the video footage of high quality (e.g., clear picture, clean transitions)

 4. Are vocalizations associated with the model clear and easily audible to the child?

 4. Is the video’s audio of high quality (e.g., easy to hear and understand)

Content and accuracy

Content and accuracy

 5. Does the model accurately represent the behavior being targeted?

 5. Does the video model accurately represent the behavior being targeted?

 6. Do materials/objects used in the modeling accurately represent those typically used in natural contexts where the target behavior occurs?

 6. Do materials/objects used in the video accurately represent those typically used in natural contexts where the target behavior occurs?

7. Is the model enacted with a natural speed of movement and/or speech?

 7. Is the video model enacted with a natural speed of movement and/or speech?

 8. Does the model present 11 clear models of the target behavior?

 8. Does the video model present 11 clear models of the target behavior?

 9. Does the model adhere to the provided script with negligible deviation?

 9. Does the video adhere to the provided script with negligible deviation?

 10. Does the modeling session last approximately 3 min?

 10. Does the video last approximately 3 min?

Sample Semi-structured Modeling Script

 

Context: Car chute with toy cars

Adult 1 (model): Teacher

Adult 2 (facilitator): Teaching Assistant

0:00 Adult 2 introduces the activity (‘we’re going to play with the cars’) and sets the chute in front of adult 1, demonstrating the routine of putting the car down the chute, then pausing with the car in her hand (visible)

0:15 adult 1 signs ‘more’, adult 2 responds positively (e.g., ‘oh, you want more car’) and gives adult 1 the car

The adults play with the car chute and then adult 2 pauses, holding the car

0:30 adult 1 reaches to the car, adult 2 responds positively (e.g., ‘oh, you want the car’) and gives adult 1 a car

The adults play with the car chute and then adult 2 pauses, holding the car

0:45 adult 1 signs ‘more’, adult 2 responds positively (e.g., ‘oh, you want more car’) and gives adult 1 a car to play with

The adults play with the car chute and then adult 2 pauses, holding the car

1:00 adult 1 reaches to the car, adult 2 responds positively (e.g., ‘sure, you can have more car’) and gives adult 1 a car

And so on….for 1:15, 1:30, 1:45, 2:00, 2:15; 2:30; 2:45

3:00 Adult 2 puts the materials away and says that the activity is all done

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Wilson, K.P. Teaching Social-Communication Skills to Preschoolers with Autism: Efficacy of Video Versus In Vivo Modeling in the Classroom. J Autism Dev Disord 43, 1819–1831 (2013). https://doi.org/10.1007/s10803-012-1731-5

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