title: Teaching social-communication skills to preschoolers with autism: efficacy of video versus in vivo modeling in the classroom.
abstract: Video modeling is a time- and cost-efficient intervention that has been proven effective for children with autism spectrum disorder (ASD); however, the comparative efficacy of this intervention has not been examined in the classroom setting. The present study examines the relative efficacy of video modeling as compared to the more widely-used strategy of in vivo modeling using an alternating treatments design with baseline and replication across four preschool-aged students with ASD. Results offer insight into the heterogeneous treatment response of students with ASD. Additional data reflecting visual attention and social validity were captured to further describe participants' learning preferences and processes, as well as educators' perceptions of the acceptability of each intervention's procedures in the classroom setting.
authors.affiliation: Division of Speech and Hearing Sciences, The University of North Carolina at Chapel Hill, CB# 7190, Chapel Hill, NC 27599-7190, USA. wilsonka@kennedykrieger.org
authors.forename: Kaitlyn P
authors.initials: KP
authors.lastname: Wilson
mesh_terms: D001288:Attention / Q000502:physiology; D002659:Child Development Disorders, Pervasive / Q000628:therapy*; D002675:Child, Preschool; D015928:Cognitive Behavioral Therapy / Q000295:instrumentation / Q000379:methods*; D003142:Communication; D005260:Female; D006801:Humans; D007858:Learning / Q000502:physiology*; D008297:Male; D008960:Models, Psychological; D012574:Schools / Q000458:organization & administration; D012938:Social Perception; D013663:Teaching / Q000379:methods* / Q000592:standards; D016896:Treatment Outcome; D014741:Video Recording; D014796:Visual Perception / Q000502:physiology