Rebecca MacDonald, Shelly Sacramone, Renee Mansfield, Kristine Wiltz, & William H. Ahearn. (2009).
Using video modeling to teach reciprocal
pretend play to children with autism.
Journal of Applied Behavior Analysis,
42, 43-55.
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.
DESCRIPTORS: autism, pretend play, video modeling