title: Using video modeling and reinforcement to teach perspective-taking skills to children with autism.
abstract: We evaluated video modeling and reinforcement for teaching perspective-taking skills to 3 children with autism using a multiple baseline design. Video modeling and reinforcement were effective; however, only 2 children were able to pass an untrained task, indicating limited generalization. The findings suggest that video modeling may be an effective technology for teaching perspective taking if researchers can continue to develop strategies for enhancing the generalization of these new skills.
authors.affiliation: Department of Psychology, Western Michigan University, Kalamazoo 49008-5439, USA.
authors.forename: Linda A
authors.initials: LA
authors.lastname: LeBlanc
authors.forename: Andrea M
authors.initials: AM
authors.lastname: Coates
authors.forename: Sabrina
authors.initials: S
authors.lastname: Daneshvar
authors.forename: Marjorie H
authors.initials: MH
authors.lastname: Charlop-Christy
authors.forename: Caroline
authors.initials: C
authors.lastname: Morris
authors.forename: Blake M
authors.initials: BM
authors.lastname: Lancaster
mesh_terms: D000293:Adolescent; D001321:Autistic Disorder / Q000523:psychology / Q000628:therapy*; D001364:Awareness; D001521:Behavior Therapy / Q000379:methods*; D002648:Child; D032882:Comprehension; D003210:Concept Formation; D006801:Humans; D007100:Imitative Behavior; D008297:Male; D008570:Memory, Short-Term; D009949:Orientation; D011936:Reality Testing; D012055:Reinforcement Schedule; D012919:Social Behavior; D012938:Social Perception; D014741:Video Recording; D014796:Visual Perception