Using video modeling for teaching social behavior to children with autism

Background: Behavioral techniques such as video modeling have been shown to improve play skill, social interactions and behavioral functioning in children with autism spectrum disorder. Video modeling depicting exemplary behaviors can be effective in targeting social skills and daily living skills and increase the child's attention to the modeled task.

Objectives: In the present study we examined whether video modeling techniques could increase the social engagement and play skills of three preschool children diagnosed with autism spectrum disorders using DSM-IV criteria with no other known etiology.

Methods: Videotape models engaging in appropriate verbal and motor play with a selected toy were shown to the children. Each videotape displayed a chain of specific behaviors. The sequence of videotapes was extended with subsequent training. No manual or verbal prompts were used. Food reward was provided when the child performed a correct response within a chain of behaviors. Proper target behaviors were recorded. Only repetitive verbal and motor behavior was interrupted.

Results: Our results show that the video modeling intervention was effective in increasing the performance of desired behaviors and led to the rapid acquisition of both verbal and motor responses. Improvements were most evident in the area of functional and social-communication skills. In addition, we found that improvements were maintained and transferred to other settings after the program was completed.

Conclusions: In summary, the video modeling teaching procedure was found to be an efficient technique to increase the social engagement in children with autism spectrum disorder.