The present study examined effects of video modeling on generalized independent toy play of two boys with autism. Appropriate and repetitive verbal and motor play were measured, and intermeasure relationships were examined. Two single-participant experiments with multiple baselines and withdrawals across toy play were used. One boy was presented with three physically unrelated toys, whereas the other was presented with three related toys. Video modeling produced increases in appropriate play and decreases in repetitive play, but generalized play was observed only with the related toys. Generalization may have resulted from variables including the toys' common physical characteristics and natural reinforcing properties and the increased correspondence between verbal and motor play.
Ayres, K.M., & Langone, J. (2005). Intervention and instruction with video for students with autism: A review of the literature. Education and Training in Developmental Disabilities, 40, 183-196.
2.
Baer, R.A. (1990). Correspondence training: Review and current issues . Research in Developmental Disabilities, 11, 379-393.
3.
Barlow, D.H., & Hersen, M. (1984). Single-case experimental designs: Strategies for studying behavior change (2nd ed.). New York: Plenum.
4.
Barrios, B.A., & Hartmann, D.P. (1988). Recent developments in single-subject methodology: Methods for analyzing generalization, maintenance, and multicomponent treatments. In M. Hersen , R. M. Eisler, & P. M. Miller (Eds.), Progress in behavior modification (Vol. 22, pp. 11-47). Newbury Park, CA: Sage.
5.
Charlop, M.H., & Milstein, J.P. (1989). Teaching autistic children conversational speech using video modeling. Journal of Applied Behavior Analysis, 22, 275-285.
6.
Charlop-Christy, M.H., Le, L., & Freeman, K.A. (2000). A comparison of video modeling with in vivo modeling for teaching children with autism. Journal of Autism and Developmental Disorders, 30, 537-552.
7.
D'Ateno, P., Mangiapanello, K., & Taylor, B.A. (2003). Using video modeling to teach complex play sequences to a preschooler with autism. Journal of Positive Behavior Interventions, 5, 5-11.
8.
Dunlap, G. (1993). Promoting generalization: Current status and functional considerations. In R. Van Houten & S. Axelrod (Eds.), Behavior analysis and treatment (pp. 269-296). New York: Plenum.
9.
Haring, T.G. (1985). Teaching between-class generalization of toy play behavior to handicapped children. Journal of Applied Behavior Analysis, 18, 127-139.
10.
Howes, C. (1985). Sharing fantasy: Social pretend play in toddlers . Child Development, 56, 1253-1258.
11.
Ihrig, K., & Wolchik, S.A. (1988). Peer versus adult models and autistic children's learning: Acquisition, generalization and maintenance. Journal of Autism and Developmental Disorders, 18, 67-79.
12.
Kirby, K.C., & Bickel, W.K. (1988). Toward an explicit analysis of generalization: A stimulus control interpretation. TheBehavior Analyst, 11, 115-129.
13.
Krantz, P.J., MacDuff, G.S., Wadstrom, O., & McClannahan, L.E. (1991). Using video with developmentally disabled learners. In P. W. Dowrick (Ed.), Practical guide to using video in the behavioral sciences (pp. 256-266). New York: John Wiley.
14.
Lloyd, K.E. (2002). A review of correspondence training: Suggestions for a revival. TheBehavior Analyst, 25, 57-73.
15.
Mueller, E., & Brenner, J. (1977). The origins of social skills and interaction among playgroup toddlers. Child Development, 48, 854-861.
16.
Newsom, C. (1998). Autistic disorder. In E. J. Mash & R. A. Barkley (Eds.), Treatment of childhood disorders (2nd ed., pp. 416-467). New York: Guilford .
17.
Nikopoulos, C.K., & Keenan, M. (2003). Promoting social initiation in children with autism using video modeling. Behavioral Interventions, 18, 87-108.
18.
Nikopoulos, C.K., & Keenan, M. (2004). Effects of video modeling on social initiations by children with autism. Journal of Applied Behavior Analysis , 37, 93-96.
19.
Paniagua, F.A. (1997). Verbal—nonverbal correspondence training as a case of environmental antecedents. In D. M. Baer & E. M. Pinkston (Eds.), Environment and behavior (pp. 43-48). Boulder, CO: Westview.
20.
Pierce, K., & Schreibman, L. (1995). Increasing complex play in children with autism via peer-implemented pivotal response training. Journal of Applied Behavior Analysis, 28, 285-295.
21.
Schreibman, L., & Charlop-Christy, M.H. (1998). Autistic disorder. In T. H. Ollendick & M. Hersen (Eds.), Handbook of child psychopathology (3rd ed., pp. 157-179). New York: Plenum.
22.
Sherer, M., Pierce, K.L., Paredes, S., Kisacky, K.L., Ingersoll, B., & Schreibman, L. (2001). Enhancing conversation skills in children with autism via video technology: Which is better, “self” or “other” as a model? Behavior Modification, 25, 140-158.
23.
Stephens, W.E., & Ludy, I.E. (1975). Action-concept learning in retarded children using photographic slides, motion picture sequences, and live demonstrations. American Journal of Mental Deficiency, 80, 277-280.
24.
Stokes, T.F., & Osnes, P.G. (1986). Programming the generalization of children's social behavior. In P. S. Strain, M. J. Guralnick, & H. M. Walker (Eds.), Children's social behavior: Development, assessment, and modification (pp. 407-443). New York: Academic Press.
25.
Sturmey, P. (2003). Video technology and persons with autism and other developmental disabilities: An emerging technology for PBS. Journal of Positive Behavior Interventions, 5, 3-4.
26.
Taylor, B.A., Levin, L., & Jasper, S. (1999). Increasing play-related statements in children with autism toward their siblings: Effects of video modeling. Journal of Developmental and Physical Disabilities, 11, 253-264.
27.
Thelen, M.H., Fry, R.A., Fehrenbach, P.A., & Frautschi, N.M. (1979). Therapeutic videotape and film modeling: A review. Psychological Bulletin,86, 701-720.
28.
Wolfberg, P.J., & Schuler, A.L. (1993). Integrated play groups: A model for promoting the social and cognitive dimensions of play in children with autism. Journal of Autism and Developmental Disorders, 23, 467-489.
