Thiemann, K. S. & Goldstein, H. (2001).
Social stories, written text cues, and video feedback: Effects on social communication of children with autism.
Journal of Applied Behavior Analysis,
34, 425-446.
This study investigated the effects of written text and pictorial
cuing with supplemental video feedback on the social
communication of 5 students with autism and social deficits. Two
peers without disabilities participated as social partners with
each child with autism to form five triads. Treatment was
implemented twice per week and consisted of 10 min of systematic
instruction using visual stimuli, 10 min of social interaction,
and 10 min of self-evaluation using video feedback. Results
showed increases in targeted social communication skills when the
treatment was implemented. Some generalized treatment effects
were observed across untrained social behaviors, and 1
participant generalized improvements within the classroom. In
addition, naive judges reported perceived improvements in the
quality of reciprocal interactions. These findings support
recommendations for using visually cued instruction to guide the
social language development of young children with autism as they
interact with peers without disabilities.
DESCRIPTORS: _autism, communication, visual cues, videotape
feedback, peer interaction