Effects of video modeling on social initiations by children with autism

Abstract

We examined the effects of a video modeling intervention on social initiation and play behaviors with three children with autism using a multiple-baseline across subjects design. Each child watched a videotape showing a typically developing peer and the experimenter engaged in a simple social interactive play using one toy. For all children social initiation and reciprocal play skills were enhanced and these effects maintained at a 1- and 3- month follow-up period.