Teaching Social Skills to Preschool Children with Autism Spectrum Disorders Using Video Modeling: A Component Analysis

Abstract

Children with autism spectrum disorders (ASD) experience extreme difficulty learning and engaging in new social interactions. The behavior analysis research literature contains evidence that several procedures including discrete trial training, incidental teaching, and in-vivo modeling are effective teaching modalities when teaching social skills to children with ASD (Lovaas, 1987; McGee, Morrier, & Daly, 2001; Odom & Strain, 1986). In addition, video modeling intervention packages (VM) have shown efficacy. Despite this evidence, no studies to date have revealed the controlling components of learning when using VM package interventions; therefore it is unknown which components are critical for learning to occur. The present study’s aim was to conduct a component analysis of a VM package to systematically reveal critical components controlling learning. Four preschool age children diagnosed with autism were taught socially relevant skills using video. The primary components of the package intervention were introduced one at a time and these included: multiple viewings, rules, response rehearsal, response prompting following the video, and viewing the peer model on the video receive a preferred item for correct performance of the task, and subsequently receiving a preferred item for correct performance. The component analysis revealed that all components examined, except for single viewing of the video, response rehearsal and response prompts increased correct responding for three of the four participants at varying levels. Future directions include examination of components that were not introduced during the present study and further research into the necessity of the components found relevant.