Catherine TaylorCaldwell College Graduate Programs in Applied Behavior

Analysis

What is Video Modeling?“The occurrence of a behavior by an observer that is similar to the behavior shown by a model on a videotape”

-Nikopoulos & Keenan, 2004, p. 93

“A behavioral technique that uses videotapes…target behaviors in order to expand the learner’s capability to memorize, imitate, and generalize or adapt targeted behaviors”

-McCoy, & Hermansen,2007, p. 183

Effects of Video Modeling on Social Initiations by Children

with Autism (Nikopoulos & Keenan, 2004)

Nikopoulos Keenan

Effects of Video Modeling on Social Initiations by Children with Autism

(Nikopoulos & Keenan, 2004)

BackgroundChildren with autism make or accept fewer social

initiations and spend more time playing alone compared to their typically developing peers (Koegel, et al., 2001)

Video modeling is a method for promoting social skills (LeBlanc, et al., 2003)

PurposeExamine effects of video modeling on social

initiation and reciprocal play

Method (Nikopoulos & Keenan, 2004)

Participants 3 boys diagnosed with autism, 7-9 yrs old

Setting Video model one room Social initiations and play measured in

another room

Method (Nikopoulos & Keenan, 2004)

Stimulus Materials4 toys

Ball, trampoline, tambourines and a game All familiar with the toys

Video tape Typically developing peer (model) enters room with

the experimenter Experimenter sits in chair opposite the toys Child takes experimenter by hand and says “Lets

play” Both play with toy closest to the experimenter’s chair

for about 15 seconds

Method (Nikopoulos & Keenan, 2004)

Response Measurements

Social Initiation Child approaching the experimenter Emitting a vocal (“Let’s play”) or gestural (taking hand)

behavior Leading experimenter to the toy

Reciprocal Play Child engaged in appropriate reciprocal toy play with the

experimenter Session terminated by the participants (i.e. walk away,

say “all done”) or 5 min maximum

Latency to social initiation and total duration of reciprocal play were recorded

ProcedureMultiple baseline across subjects

BaselineChild and experimenter enter room Experimenter sits in seat across from toysAll toys presentRotation of toys located by the experimenter’s seat

Video modelingCondition B1: View of video before entering room

If social initiation occur within 25sec 3 consecutive sessions during each condition Condition C

If not Condition B2Condition B2: Simplified video. No play modelCondition C (generalization):

Removal of toy depicted in video and 2 other toys. See if respond with different toy then in video.

Follow up 1 and 3 months after final measurements

ResultsBaseline:

No social initiation or reciprocal playCondition B1:

1 child engaged in social initiation and reciprocal play

Condition B2: Other 2 children engaged in social initiation and

reciprocal playCondition C:

1 child engaged in social initiation and play (generalized)

Other 2 children social initiation only to play with modeled toy

Duration of reciprocal play increased for all More so in 3-month then 1-month follow up

Latencies to social initiation were low in follow-up

Implications

Social initiations as well as reciprocal play skills can be taught to children with autism using video modeling.

These skills appear to maintain for at least 3 months following teaching.

Possible Stimulus Control IssuesReinforcer Preference Assessment Not

Conducted

How were items chosen?Trained on one item, expected to generalize

skills to other 3 toys

How Well do the Participants Play with the Toys?

Jumping on a trampoline vs. gameAbility could reflect on EO to initiate and play

Possible Stimulus Control IssuesWhat Possibly Contributed to the Ability of

SDs to Gain Control Over Behavior?

Item’s proximity to the chairVideo model always chose one closest to

experimenter Positional prompt

Placement of ToysAlways in similar places

ExperimenterNo mention of generalization to other individuals

RoomNo other room used

Possible Stimulus Control Issues

Removal of Toys During Condition-C May have Contributed to the Increase in Play

Results

Perhaps create EO for the non-removed toyNo other toys to play with

Tweak-out: During initial baseline contains removal of all but one of the toys.

Other Considerations

Influences on the Effects of Video Modeling

Participants’ Imitation SkillsPrevious study by Nikopoulos and Keenan

(2003), state that social initiation was “dependent on imitation skills” (p. 102)

Preference of watching videosMany different ways to conduct

When/how reinforced?

Other Considerations

What is ‘Reinforcement’ for Desired Behaviors?

Toys?Social interaction?Is access to toys blocked with out social

interaction?What would you want the stimulus control

to be for child initiating and then playing with you?

ReferencesKeogel, L. K., Koegel, R. L., Frea, W. D., & Fredeen, R. M.

(2001). Identifying early intervention target for children with autism in inclusive school settings. Behavior Modification, 25, 754-761.

LeBlanc, L. A., Coates, A. M., Daneshvar, S., Charlop-Christy, M. H., Morris, C., & Lancaster, B. M. (2003). Using video modeling and reinforcement to teach perspective-taking skills to children with autism. Journal of applied Behavior Analysis, 36, 253-257.

McCoy, K. & Hermansen, E. (2007). Video modeling for individuals with autism: A review of model types and effects. Education and Treatment of Children, 30, 183-213.

Nikopoulos, C. K., & Keenan, M. (2003). Promoting social initiation in children with autism using video modeling. Behavioral Interventions, 18, 87-108.

Nikopoulos, C. K., & Keenan, M. (2004). Effects of video modeling on social initiations by children with Autism. Journal of Applied Behavior Analysis, 37, 93-96.

Other Interesting Articles About Video Modeling

Buggey, T. (2005). Video self-modeling applications with students with autism spectrum disorders in a small private school. Focus on Autism and Other Developmental Disabilities, 20, 52-63.

Charlop, M. H., & Milstein, J. P. (1989). Teaching autistic children conversational speech using video modeling. Journal of Applied Behavior Analysis, 22, 275-285.

Charlop-Christy, & M. H., Daneshvar, S. (2003). Using video modeling to teach perspective taking to children with autism. Journal of Positive Behavior Interventions, 5, 12-21.

D’Ateno, P., Mangiapanello, K., & Taylor, B. A. (2003). Using video modeling to teach complex play sequences to a preschooler with autism. Journal of Positive Behavior Interventions, 5, 5-11.

Reeve, S. A., Reeve, K. F., & Townsend, D. B. (2007). Establishing a generalized repertoire of helping behavior in children with autism. Journal of Applied Behavior Analysis, 40, 123-126.

Taylor, B. A. Levin, L., & Jasper, S. (1999). Increasing play-related statements in children with autism toward their siblings: Effects of video modeling. Journal of Developmental and Physical Disabilities, 11, 253-264.

Questions?Questions?