Observational learning in children with autism: Effects of teaching monitoring responses via video modeling

Abstract

This study investigated the establishment of monitoring responses via video modeling of two children with autism spectrum disorder and whether those responses stimulate observational learning of tacts and textual behavior for these children. Pre-and post-tests of observational learning via video modeling were performed. Then, monitoring responses were trained in three steps: (1) teaching of monitoring responses; (2) establishment of stimulus control by the model's behavior and (3) establishment of stimulus control by the consequences of the model's behavior. The two participants acquired monitoring responses in four sessions. One participant acquired tacts and textual behavior via observational learning. We discuss the potential of video modeling as a tool to train precurrent behavior necessary for observational learning.