Development of emotional skills through videomodeling: A case study with a non-verbal participant

Abstract

BACKGROUND:

Videomodeling is an effective technological tool for intervention and rehabilitation of children with autism spectrum disorders in different contexts.

OBJECTIVE:

The purpose of this paper is to verify whether a videomodeling intervention is effective for the acquisition of social and emotional behaviour and skills of children with ASD using tablet PC.

METHODS:

One 6-year-old child with ASD, who does not use verbal communication, was involved in a multiple baseline across behaviours design: the independent variable was the videomodeling intervention, instead the dependent variable was the participant behaviour. Intervention was preceded by a pre-session of Functional Communication training. An intersubject analysis was used to evaluate participant percentage of response through the sessions.

RESULTS:

The participant showed a marked improvement in his emotional skills. The intersubjective analysis carried out shows the sharp increase in response in many target behaviours from the baseline to the intervention phase. A limitation of the study was the lack of time: there were only two inversion sessions, no follow-up evaluation, no generalization and no double-blind study.

CONCLUSIONS:

It would be interesting for future research to extend it to everyday life scenarios, to enhance generalization in other contexts, involving a larger number of people with ASD.