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Case Reports
. 2009 Spring;42(1):43-55.
doi: 10.1901/jaba.2009.42-43.

Using video modeling to teach reciprocal pretend play to children with autism

Rebecca MacDonald  1 , Shelly Sacramone, Renee Mansfield, Kristine Wiltz, William H Ahearn
Affiliations
Case Reports

Using video modeling to teach reciprocal pretend play to children with autism

Rebecca MacDonald et al. J Appl Behav Anal. 2009 Spring.

Abstract

The purpose of the present study was to use video modeling to teach children with autism to engage in reciprocal pretend play with typically developing peers. Scripted play scenarios involving various verbalizations and play actions with adults as models were videotaped. Two children with autism were each paired with a typically developing child, and a multiple-probe design across three play sets was used to evaluate the effects of the video modeling procedure. Results indicated that both children with autism and the typically developing peers acquired the sequences of scripted verbalizations and play actions quickly and maintained this performance during follow-up probes. In addition, probes indicated an increase in the mean number of unscripted verbalizations as well as reciprocal verbal interactions and cooperative play. These findings are discussed as they relate to the development of reciprocal pretend-play repertoires in young children with autism.

Keywords: autism; pretend play; video modeling.

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Figures

Figure 1
Figure 1
Number of scripted verbalizations and scripted actions demonstrated by Colin and Helen with the airport, zoo, and grill.
Figure 2
Figure 2
Number of scripted verbalizations and scripted actions demonstrated by Alden and Gerry with the airport, zoo, and grill.
See this image and copyright information in PMC

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