Two Variations of Video Modeling Interventions for Teaching Play Skills to Children with Autism

2010 ◽  
Vol 33 (3) ◽  
pp. 421-442 ◽  
Author(s):  
Kimberly Sancho ◽  
Tina M. Sidener ◽  
Sharon A. Reeve ◽  
David W. Sidener
Keyword(s):  
Video Modeling ◽  
Children With Autism ◽  
Play Skills

Effects of Video Modeling on the Acquisition, Maintenance, and Generalization of Playing with Imaginary Objects in Children with Autism Spectrum Disorder

2020 ◽  
pp. 014544552093985
Author(s):  
Gabrielle T. Lee ◽  
Xiaoyi Hu ◽  
Yanhong Liu ◽  
Yuan Ren
Keyword(s):  
Autism Spectrum Disorder ◽  
Video Modeling ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Symbolic Play ◽  
Spectrum Disorder ◽  
Play Skills ◽  
Imaginary Play ◽  
Play Behaviors ◽  
Multiple Probe

Many children with autism spectrum disorder (ASD) do not have symbolic play skills. One type of symbolic play involves playing with imaginary objects, in which a child displays play actions without actual objects. The purpose of this study was to evaluate the effects of video modeling on the acquisition, maintenance, and generalization of playing with imaginary objects in young children with ASD. Three male Chinese children (aged 4–5 years) with ASD participated in this study. A multiple-probe across three behaviors design was used. The results indicated that video modeling was effective in establishing and maintaining target symbolic play behaviors for the three children. Generalization to untaught imaginary play activities occurred in all three children.

Teaching and Generalizing Pretend Play in Children with Autism Using Video Modeling and Matrix Training

2015 ◽  
Vol 30 (3) ◽  
pp. 191-218 ◽  
Author(s):  
Cormac MacManus ◽  
Rebecca MacDonald ◽  
William H. Ahearn
Keyword(s):  
Video Modeling ◽  
Pretend Play ◽  
Children With Autism ◽  
Matrix Training
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