Abstract
Two experiments were conducted to assess the effects of video modeling procedures to increase play comments in two children with autism toward their siblings. A multiple baseline probe design was used in both studies to assess the intervention across three play activities for each participant. Study 1 used video modeling procedures similar to Charlop and Milstein (1989). The participant viewed scripted play comments between his sibling and an adult, and then participated in practice sessions with the same stimuli and an adult. Probe sessions assessed play comments with the sibling, in the absence of video viewing. Results of this study revealed the participant learned to make the scripted play comments for all three play activities. In Study 2, a forward chaining procedure was implemented to assess acquisition of a longer series of comments, as well as the effects of video models that did not contain scripted comments by the participant's sibling. The participant viewed brief segments of video models of play comments between an adult and the participant's sibling in a sequential format and participated in practice sessions with an adult with the same stimuli. Retention probes were conducted to assess play comments with the sibling in the absence of video viewing. Results of this study indicated that the participant made a higher number of play comments following video modeling intervention than prior to intervention for all three play activities. Additionally, comments were both scripted and unscripted for this participant. Both of these studies revealed that video modeling was an effective intervention for teaching children with autism to make play comments toward their siblings.
Similar content being viewed by others
REFERENCES
American Psychiatric Association (1994). Diagnostic and Statistical Manual of Mental Disorders (4th ed.), Washington, DC: Author.
Charlop, M. H., and Walsh, M. E. (1986). Increasing autistic children's spontaneous verbalizations of affection: An assessment of time delay and peer modeling procedures. J. Appl. Behav. Anal. 19: 307–314.
Charlop, M. H., and Milstein, J. P., (1989). Teaching autistic children conversational speech using video modeling. J. Appl. Behav. Anal. 23: 275–285.
Krantz, P. J., and McClannahan, L. E. (1993). Teaching children with autism to initiate to peers: Effects of a script fading procedure. J. Appl. Behav. Anal. 26: 121–132.
Krantz, P. J., MacDuff, M. T., and McClannahan, L. E. (1993). Programming participation in family activities for children with autism: Parents use of photographic schedules. J. Appl. Behav. Anal. 26: 137–138.
Matson, J. L., Sevin, J. A., Box, M. L., Francis, K. L., and Sevin, B. M. (1993). An evaluation of two methods for increasing self-initiated verbalizations in autistic children. Journal of Applied Behav. Anal. 26: 389–398.
McGee, G. G., Almeida, M. C., Sulzer-Azaroff, B., and Feldman, R. S. (1992). Promoting reciprocal interactions via peer incidental teaching. J. Appl. Behav. Anal. 25: 515–524.
Peirce, K., and Schreibman, L. (1995). Increasing complex social behavior in children with autism: Effects of a peer mediated pivotal response training. J. Appl. Behav. Anal. 28: 285–295.
Taylor, B. A., and Harris, S. L. (1995). Teaching children with autism to seek information: Acquisition of novel information and generalization of responding. J. Appl. Behav. Anal. 28: 3–14.
Taylor, B. A., and Levin, L. (1998). Teaching a student with autism to make verbal initiations: Effects of a ‘tactile prompt’ device. J. Appl. Behav. Anal. 31: 651–654.
Zanolli, K., Daggett, J., and Adams, T. (1996). Teaching preschool age autistic children to make spontaneous initiations to peers using priming. J. Aut. Devel. Dis. 26: 407–422.
Author information
Authors and Affiliations
Rights and permissions
About this article
Cite this article
Taylor, B.A., Levin, L. & Jasper, S. Increasing Play-Related Statements in Children with Autism Toward Their Siblings: Effects of Video Modeling. Journal of Developmental and Physical Disabilities 11, 253–264 (1999). https://doi.org/10.1023/A:1021800716392
Issue Date:
DOI: https://doi.org/10.1023/A:1021800716392