Requesting by Preschoolers with Developmental Disabilities

Abstract

This research capitalized on a powerful form of observational learning to teach linguistic structures not evident in the expressive language of children with developmental delays. Specifically, the effects of videotaped self-modeling on the acquisition of new linguistic structures used for requesting were investigated. Three preschoolers with developmental disabilities were taught semantic relations not present in their expressive repertoires. To prepare self-modeling videotapes, children first were prompted to imitate specific linguistic structures in simulated classroom requesting situations. Editing of the videotapes removed prompts to generate examples of competent performance so that children could view themselves performing targeted structures as requests, correctly and independently. Linguistic performance during requesting opportunities was monitored during classroom activities. A multiple baseline design across children was used to assess the effects of viewing brief, self-modeling videotapes. All 3 children learned their goals through self-modeling. Consistent performance during classroom activities was not demonstrated, however, until a question (i.e., “What do you need?”) was introduced in the classroom and in two cases after videos were viewed in the classroom. Despite these initial generalization difficulties, the results indicate videotaped self-modeling is potentially effective for teaching children with disabilities to use linguistic structures.