Using video modeling to teach pretend play to children with autism

TLDR

Children with autism often lack rich pretend play, while video modeling has been shown to rapidly acquire diverse skills in this population. The study aimed to use video modeling to teach thematic pretend play skills to two preschool children with autism. The authors videotaped scripted play scenarios with up to 17 verbalizations and 15 play actions, used a multiple‑probe design across children and play sets, and presented the video twice to each child without additional prompting. Both children quickly acquired the scripted verbalizations and play actions and maintained performance during follow‑up probes, suggesting video modeling can extend pretend play repertoires. © 2005 John Wiley & Sons, Ltd.

Abstract

Children with autism often fail to develop the rich repertoires of pretend play seen in typically developing children. Video modeling is a teaching methodology that has been shown to produce rapid acquisition of a variety of skills in children with autism. The purpose of the present study was to use video modeling to teach thematic pretend play skills to two preschool children with autism. Scripted play scenarios involving up to 17 verbalizations and 15 play actions by toy figurines were videotaped using adult models. A multiple probe design within child across play sets was used to demonstrate experimental control. Children were shown the video model two times and no further prompting or reinforcement was delivered during training. Results indicated that both children acquired the sequences of scripted verbalizations and play actions quickly and maintained this performance during follow-up probes. These findings are discussed as they relate to types of play and the development of extended play repertoires in young children with autism. Copyright © 2005 John Wiley & Sons, Ltd.