Previous researchers have demonstrated that training in imitation can significantly improve the learning capabilities of children diagnosed with autism spectrum disorder (ASD) and that children within this population show a preference for video presentations. Video-based instruction has been used to teach a variety of behaviors to individuals with ASD. However, only a small number of studies have examined the use of video modeling to teach initial imitation. Furthermore, there are limited and conflicting data on the effectiveness of a video modeling procedure that does not incorporate prompting when used to teach imitation to young children with ASD. Thus, the purpose of this study was to evaluate a video-modeling-alone procedure and a live-modeling-with-prompting procedure for teaching imitation to young children with ASD. The results suggest that the live modeling with prompting procedure was more effective, and implications related to this finding are discussed.
ASJC Scopus subject areas
- Clinical Psychology
- Psychiatry and Mental health
- Arts and Humanities (miscellaneous)
- Developmental and Educational Psychology