Video Modeling Intervention for Toddlers with ASD

Poster Presentation
Thursday, May 10, 2018: 11:30 AM-1:30 PM
Hall Grote Zaal (de Doelen ICC Rotterdam)
M. N. Hale1, E. Espanola1, A. Gutierrez2, M. Sanchez3, I. Deveaux1 and N. V. Roman1, (1)University of Miami, Coral Gables, FL, (2)University of Miami, Miami, FL, (3)Florida International University, Miami, FL
Background: Video modeling (VM) is an empirically-supported therapeutic technique for individuals with ASD, which serves to remediate behavioral deficits and foster improvements of desirable behavior. The VM technique generally involves having an individual watch and then mimic a video model engaging in specific desirable behavior or act. The VM technique is robust in that it has been used successfully to improve behavior across a variety of skill domains including communication, perspective taking, self-care skills and play skills. VM has additional benefits of being portable, cost-effective and easily transferable. Interestingly, for some individuals with ASD, VM serves as a more effective and efficient therapeutic technique that other more traditional therapeutic strategies. However, several researchers have noted a subset of individuals with ASD for whom the VM technique appears minimally- or non-effective. Lack of responsiveness, unfortunately, serves to limit the range of potential treatment options and strategies for those individuals.

Objectives: The goal of this study was to identify toddlers with ASD who showed minimal- to no -responsiveness to the VM technique and then expose them to a systematic instructional intervention designed to improve their ability to mimic video models. Efficacy of the instructional intervention for improving responsiveness to VM technique was systematically evaluated.

Methods: Three toddlers (ages 2-4) with ASD who demonstrated limited responsiveness to VM interventions were selected to participate. Each received direct one-on-one instruction whereby they were taught to mimic a series of progressively more complex acts depicted on video. Instruction involved applied behavior analytic (ABA), discrete trial teaching technique. Efficacy and generality of the intervention was evaluated using a single-subject research design, and a multiple-baseline across individuals.

Results: Throughout the instructional intervention, all three participants demonstrated improvements in their ability to mimic actions of video models. Furthermore, post-intervention, improvements generalized to similar and more complex novel (un-trained) behavioral acts depicted via video model.

Conclusions: VM is an effective, non-invasive and robust intervention technique for individuals with ASD. However, little to no attention has been given toward the subset of individuals with ASD who do not readily respond to the VM technique. Results of this study indicate that toddlers with ASD, can be successfully taught to imitate video models and subsequently demonstrate increased responsiveness to the VM. Given the utility of VM, early intervention programs may benefit from incorporating systematic instruction on the imitation of video models as part of the curriculum.