VIDEO MODELING FOR CHILDREN WITH ASPERGER SYNDROME OR HIGH FUNCTIONING AUTISM

A multiple case study was conducted over the duration of six months to assess the effectiveness of video modeling intervention in teaching social behaviors. A group of 20 children with Asperger Syndrome or High Functioning Au-tism were selected from mainstream public school. Each child watched a videotape demonstrating a targeted be-havior by a typically developing peer or a video of them-selves modeling the appropriate behavior. The child was then asked to engage in a social situation demanding the use of previously taught behavior. A special education teacher, classroom teacher, and speech-language pathologist rated the child's interaction and use of target-ed behaviors. Videos were used to modify, teach or shape a target behavior for the child to imitate and learn. For the purpose of this study, three specific behaviors were taught: teaching compliment giving, initiations, maintain-ing conversations, and learning and obeying classroom rules. Results of this study indicated that video modeling is an effective intervention method in teaching social behav-iors to children on the Autism Spectrum. All participants showed an increased use of targeted social behaviors and also attempted to generate behaviors regardless of target-ed stimuli. Further research in using adults as models and targeting various social behaviors is warranted