Video Modeling Using Classroom Peers as Models to Increase Social Communication Skills in Children with ASD in an Integrated Preschool.

COMMUNICATIVE competence; SOCIAL skills; PARENT-child communication; SCHOOL integration; PRESCHOOLS; GROUP work in education

This study examined if a functional relationship exists between video modeling (VM) of peer models and increased outcomes in social communication goals for preschool-age children in an integrated public school setting. Six preschool students received the VM treatment in the classroom using a withdrawal design (A-B- A- B- C); two additional students (comparison group) received treatment-as- usual (i.e., group instruction with individual support). All six treatment group students demonstrated an increasing trend across treatment sessions, with higher response rates than during baseline sessions; two participants showed less variability and a positive trend in the pull-out setting with fewer distractions. The two comparison participants did not show any gains from treatment-as- usual; however, positive gains were immediately noted after subsequently introducing VM. Using peer models in VM increased attention to videos and generalized to imitation of other social communication behaviors. Both push-in (i.e., individual treatment in classrooms) and pull-out sessions proved beneficial. [ABSTRACT FROM AUTHOR]

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