A Comparison of Verbal Prompting and Video Self-Modeling on the Spontaneous Request Behaviors of Young Children With Autism Spectrum Disorders (ASD)
By Wert, Barbara Yingling; Assistive Technology Outcomes and Benefits, Special Issue, pp. 70-81Publication Date: Fall 2009
Pilot study compared the use of video self-modeling (VSM) to verbal prompts as interventions for improving social communicative functioning in a child with Autism Spectrum Disorder (ASD). VSM is defined as an intervention using videotape to capture and use an individual as his or her own model, whereas verbal prompts use an adult or peer as the prompt agent. An alternating treatment single participant design was used to determine which intervention would increase the frequency of spontaneous requesting, which was defined as asking for an object or to have something given or done without assistance from another person. Participant was a 5-year-old boy with ASD. A Therapeutic Support Services worker acted as the verbal prompter, and an edited videotape of the previous day’s verbal prompt session was shown to participant at the beginning of each VSM day. Interventions consisted of 30 minutes of orchestrated play, during which treatments were introduced and continued until a difference was noted between the two interventions on a graph. Study results indicated that VSM was more effective than verbal prompting for instructing a young child with autism to use request behaviors. Study limitations and implications for future research are discussed.
Published by: Special Education Assistive Technology Center, Illinois State University (Website:http://www.seat.ilstu.org/)
Assistive Technology Industry Association (Web Site: http://www.atia.org. )
ISBN: 978-0-557-23400-4
