Effects of Video-Based Group Instruction on the Acquisition of Complex Social Skills by Adolescents with Autism

Background: Qualitative impairment in social interaction is one of the defining characteristics of individuals diagnosed with autism. These deficits can be especially difficult for adolescents with autism as social demands in high school require frequent complex social interactions with a variety of social partners across numerous contexts (Locke, Ishijima, Kasari, & London, 2010). Though social deficits can be lessened with effective treatment during adolescence and into adulthood, very few social skills treatments have been identified for this group (Reichow & Volkmar, 2010; Shattuck et al., 2007). Further, diminishing resources create barriers to implementation and require instructors to teach multi-student groups, as opposed to the one-to-one instructional arrangements often described in research literature. Recent technological advances may promote viable social skills treatment options for adolescents with autism, though research demonstrating positive outcomes is needed to make this conclusion. 

Objectives: The purpose of the present investigation was to evaluate the effects of video-based group instruction (VGI) on the acquisition of complex social behavior by adolescents with autism. A secondary purpose was to examine implementation variables, such as the acceptability of the intervention for consumers and the procedural integrity of implementation by a non-expert instructor.

Methods: A single-case experimental research methodology was used to identify a functional relation between VGI and the acquisition of complex social behavior by four adolescents diagnosed with autistic disorder. Specifically, a multiple probe across social domains design was used to examine the effects of VGI on the acquisition of multicomponent initiations, social awareness, and social reciprocity. Videos of young adults demonstrating the target behaviors were recorded and simultaneously displayed for all participants using an Apple iPad. Participants were then given the opportunity to match the modeled behavior with their peers in the social skills group. 

Results: All participants rapidly acquired all complex social targets following the implementation of VGI. Additionally, all participants continued to demonstrate the behaviors at a high level after the video was faded. Parents of participants rated the social skills group as highly acceptable and the non-expert facilitator demonstrated a high level of procedural integrity. 

Conclusions: The results of the study show that video modeling can be an effective practice for teaching complex social behavior to multiple adolescents with autism at one time. This is important as resources for this age group do not generally allow for one-to-one instruction, as often occurs for younger individuals with autism. Additional contributions of the research study include (1) the pace at which participants acquired complex social behavior, (2) the ability to teach new skills without using response prompts or contrived reinforcers, and (3) the sequencing of instructional targets when using video modeling to promote rapid skill acquisition. The results suggest VGI can be an effective and efficient approach for teaching complex social behavior to adolescents with autism.