Caregiver Instruction and Ipad's: Implementation of Video Modeling Imitation Training

Background:  

Researchers have used video modeling to teach play skills, social skills, routines, and gestures to children with autism for over ten years (e.g., Charlop-Christy, Le & Freeman, 2000; Bellini & Akullian, 2007; Cardon & Wilcox, 2011). The development of tablet computers, such as the iPad, have dramatically increased the use of portable computers within special needs populations (Dunham, 2011; Sennet & Bowker, 2009). The purpose of this research was to teach caregivers to use Video Modeling Imitation Training (VMIT) with iPad technology in the home environment to teach daily routines and play skills.

Objectives:  

1) To analyze how effectively caregivers can be trained to create effective video models using an iPad. 2) To examine the imitation skills acquired by children (ages 24-50 months) with autism during caregiver-implemented VMIT.

Methods:  Caregivers attended one, two-hour training session, and received a training manual and video guide with step-by-step instructions on the iPad. Caregivers identified five specific routines (e.g., teeth brushing) or play schemes (e.g., pushing a car) that they wanted to teach their child to imitate. Caregivers then recorded the five video models on the iPad. Video recordings of the caregivers creating the video models with the iPads were made and analyzed for fidelity of implementation. Fidelity of implementation was analyzed using procedural checklists based on the VMIT protocol established by Cardon & Wilcox (2011). A multiple baseline design across four participants was conducted to determine if caregivers could teach their children with autism to imitate using VMIT. The following measures were obtained pre- and post- treatment to assess changes across treatment: Motor Imitation Scale (Stone, Ousley, & Littleford, 1997), MacArthur Communicative Development Inventory (Fenson, Dale, Reznick, Thal, Bates, Hartung, & Pethick, 1993) Developmental Play Assessment Instrument (Lifter, Sulzer-Azaroff, Anderson, & Cowdery, 1993), and the Preschool Language Scale – 5 (Zimmerman, Steiner, & Pond, 2011).

Results:  Caregivers were able to successfully create video models to support imitation acquisition in their young children with autism. Fidelity of implementation was greater than 90% for all of the video models that were created and caregivers reported being satisfied with the treatment and results. All four children made gains in their imitation skills and maintained higher than baseline levels during treatment. Immediacy effects were evident in three of four participants. Two of four participants met a priori mastery criteria and five new video models were introduced. Imitation skills generalized to live presentations with the caregivers at one and three week follow up sessions. Post-assessment gains of language and play skills varied across participants.

Conclusions:  Video Modeling Imitation Training can be successfully implemented by caregivers to promote imitation acquisition in young children with autism. Caregivers do not require extensive training to become proficient at this type of intervention. VMIT is one type of treatment that can be effectively utilized with tablet computers to support skill development in children with autism.