The Use of Video Self-Modeling and Peer Training to Increase Social Engagement in Preschool Children on the Autism Spectrum

Findings

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Evidence Tier rating based solely on this study. This intervention may achieve a higher tier when combined with the full body of evidence.

Study Details

Setting

The study took place in two self-contained special education preschool classrooms in two separate public schools. Each classroom included 1 or 2 typically developing students without disabilities, but most of the children in each class had disabilities. No additional information about the location or types of schools was provided.

Study sample

This study included three preschool students who were identified by their school as students with autism spectrum disorder and received special education services in a public school program. All three students were males and ranged in age from 4 to 5 years old. Two of the students were described as socially withdrawn and had limited interactions with peers. The third child had no discernible expressive language deficits but had inconsistent social interactions with peers. No additional student characteristics were provided.

Intervention Group

The primary purpose of this study was to examine the effectiveness of a video self-modeling (VSM) intervention on social engagement behaviors of three preschool students with autism spectrum disorder. The intervention involved having children view videos of themselves demonstrating successful social engagement behaviors. Prior to beginning the single-case design study, the researchers collected 90 minutes of video footage of the children while they were playing and being prompted frequently to engage with their peers. The research team then created three, one-minute videos of each participant. The videos were edited by the research team to remove the teacher's prompting and any interactions that were considered inappropriate or ineffectual. During the VSM sessions, students began each day in their teacher's office by watching a video of themselves playing with classmates. Teachers rotated clips each day, and the teacher or paraprofessional present during the clip viewing did not provide any instruction or reinforcement other than to direct students to watch the video. After watching the video, the students were sent to the classroom to participate in free play with their classmates. During this time, teachers did not prompt students to engage in social interactions. The VSM sessions lasted 30 minutes and took place over a 3-to 5-week period.

Comparison Group

There is no comparison group in single-case designs. The baseline period occurred 2 weeks after the video footage for the VSM videos was captured. Sessions lasted 30 minutes each and took place at the beginning of the school day during classroom free-play time. Teachers did not prompt social engagement.

Support for implementation

During the VSM sessions, staff were asked to draw the students' attention to the video with brief verbal or gestural cues. Staff were provided a brief training on this procedure.