Improving Social Initiations of Children with Autism Using Video Self-Modeling with Video Feedback: A Case Study

Abstract

The purpose of this A-B subject research design was to investigate the efficacy of video self-modeling with video feedback using an iPad to promote social initiation skills in a young child with Autism Spectrum Disorder (ASD). It was hypothesized that the participant would increase social initiations toward peers in an inclusive preschool classroom by viewing a video of himself performing four targeted behaviors. The participant’s paraprofessional and his early childhood special educator implemented the intervention and provided feedback on his performance. Findings of this case study revealed improvements in the four targeted behaviors: approaching, greeting, inviting, and interacting with a peer. As a result of the intervention, the participant demonstrated generalization of target behaviors across settings, peers, items, and activities. In addition, the target behaviors were maintained one month after the intervention was withdrawn. Social validity results from the participant’s parents as well as his paraprofessional and teachers supported efficacy of the intervention.