title: Using video modeling to teach complex social sequences to children with autism.
abstract: This study comprised of two experiments was designed to teach complex social sequences to children with autism. Experimental control was achieved by collecting data using means of within-system design methodology. Across a number of conditions children were taken to a room to view one of the four short videos of two people engaging in a simple sequence of activities. Then, each child's behavior was assessed in the same room. Results showed that this video modeling procedure enhanced the social initiation skills of all children. It also facilitated reciprocal play engagement and imitative responding of a sequence of behaviors, in which social initiation was not included. These behavior changes generalized across peers and maintained after a 1- and 2-month follow-up period.
authors.affiliation: School of Health Sciences and Social Care, Brunel University, Uxbridge, Middlesex, UB8 3PH, England. christos.nikopoulos@brunel.ac.uk
authors.forename: Christos K
authors.initials: CK
authors.lastname: Nikopoulos
authors.forename: Mickey
authors.initials: M
authors.lastname: Keenan
mesh_terms: D001321:Autistic Disorder / Q000523:psychology / Q000628:therapy*; D001521:Behavior Therapy; D002648:Child; D004519:Education, Special; D005500:Follow-Up Studies; D005793:Generalization, Psychological; D006801:Humans; D007100:Imitative Behavior; D007398:Interpersonal Relations; D007805:Language Development Disorders / Q000523:psychology / Q000628:therapy; D008297:Male; D010988:Play and Playthings / Q000523:psychology; D012919:Social Behavior; D012951:Socialization; D014741:Video Recording