Video modeling is an effective and efficient methodology for teaching new skills to individuals with autism. New technology may enhance video modeling as smartphones or tablet computers allow for portable video displays. However, the reduced screen size may decrease the likelihood of attending to the video model for some children. The present investigation used a changing criterion design to examine the effects of prompting and reinforcement on the attending to smartphone behavior of a 4-year-old child with autism. The participant demonstrated a rapid increase in the duration of attending to a portable video screen; video modeling was then used to teach the participant to request preferred events using picture exchange. Explicit instruction in attending to video can be an important skill to teach children with autism as it can lead to the acquisition of new skills via video modeling.
AyresK. M.LangoneJ. (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.
BanduraA. (1977). Social learning theory.New York: General Learning Press.
3.
BelliniS.AkullianJ. (2007). A meta-analysis of video modeling and video self-modeling interventions for children and adolescents with autism spectrum disorders. Exceptional Children, 73, 264.
4.
CharlopM. H.MilsteinJ. P. (1989). Teaching autistic children conversational speech using video modeling. Journal of Applied Behavior Analysis, 22, 275–285.
5.
Charlop-ChristyM. H.LeL.FreemanK. 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. doi:10.1023/A:1005635326276.
6.
CooperJ. O.HeronT. E.HewardW. L. (2007). Applied behavior analysis (2nd ed.). Upper Saddle River, NJ: Prentice Hall.
7.
Darden-BrunsonF.GreenA.GoldsteinH. (2008). Video based instruction for children with autism. In LuiselliJ.RussoD.ChristianW.WilczynskiS. (Eds.), Effective practices for children with autism: Educational and behavioral support interventions that work (pp. 241–268). New York: Oxford University Press.
8.
D'AtenoP.MangiapanelloK.TaylorB. A. (2003). Using video modeling to teach complex play sequences to a preschooler with autism. Journal of Positive Behavior Interventions, 5, 5–11. doi:10.1177/10983007030050010801.
9.
DauphinM.KinneyE. M.StromerR. (2004). Using video-enhanced activity schedules and matrix training to teach sociodramatic play to a child with autism. Journal of Positive Behavior Interventions and Supports, 6, 238–250. doi: 10.1177/10983007040060040501.
10.
DelanoM. E. (2007). Video modeling interventions for individuals with autism. Remedial and Special Education, 28, 33–42.
11.
FisherW.PiazzaC. C.BowmanL. G.HagopianL. P.OwensJ. C.SlevinI. (1992). A comparison of two approaches for identifying reinforcers for persons with severe and profound disabilities. Journal of Applied Behavior Analysis, 25, 491–498. doi:10.1901/jaba.1992.25-491.
12.
FoxxR. M. (1977). Attention training: The use of overcorrection avoidance to increase the eye contact of autistic and retarded children. Journal of Applied Behavior Analysis, 10, 489–499.
13.
FrostL. A.BondyA. S. (2002). The Picture Exchange Communication System Training Manual (2nd ed.). Newark, DE: Pyramid Educational Consultants.
14.
KazdinA. E. (2011). Single-case experimental designs: Methods for clinical and applied settings (2nd ed.). New York: Oxford University Press.
15.
MacDonaldR.SacramoneS.MansfieldR.WiltzK.AhearnW. H. (2009). Using video modeling to teach reciprocal pretend play to children with autism. Journal of Applied Behavior Analysis, 42, 43–55. doi:10.1901/jaba.2009.42-43.
16.
McCoyK.HermansenE. (2007). Video modeling for individuals with autism: A review of model types and effects. Education and Treatment of Children, 30, 183–213. doi:10.1353/etc.2007.0029.
17.
NikopoulosC. K.KeenanM. (2003). Promoting social initiation in children with autism using video modeling. Behavioral Interventions, 18, 87–108.
18.
PatersonC. R.ArcoL. (2007). Using video modeling for generalizing toy play in children with autism. Behavior Modification, 31, 660–681. doi:10.1177/0145445507301651.
19.
ShererM.PierceK. L.ParedesS.KisackyK. L.IngersollB.SchreibmanL. (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.
20.
Shukla-MehtaS.MillerT.CallahanK. J. (2010). Evaluating the effectiveness of video instruction on social and communication skills for children with autism spectrum disorders: A review of the literature. Focus on Autism and Other Developmental Disabilities, 25, 23–36.
21.
StokesT. F.BaerD. M. (1977). An implicit technology of generalization. Journal of Applied Behavior Analysis, 10, 349–367. doi: 10.1901/jaba.1977.10-349.
22.
TaylorB. A.McDonoughK. A. (1996). Selecting teaching programs. In MauriceC.GreenG.LuceS. C. (Eds.), Behavioral intervention for young children with autism: A manual for parents and professionals (pp. 63–177). Austin, TX: Pro-ed.
23.
ZimmermanI. L.SteinerV. G.PondR. E. (2002). Preschool Language Scale (4th ed.). San Antonio, TX: Harcourt Assessment, Inc.
