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2003•Journal of Applied Behavior AnalysisOpen access

USING VIDEO MODELING AND REINFORCEMENT TO TEACH PERSPECTIVE‐TAKING SKILLS TO CHILDREN WITH AUTISM

Linda LeBlanc, Andrea Coates, Sabrina Daneshvar, Marjorie H. Charlop‐Christy, Caroline Morris, Blake M. Lancaster

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Abstract

We evaluated video modeling and reinforcement for teaching perspective-taking skills to 3 children with autism using a multiple baseline design. Video modeling and reinforcement were effective; however, only 2 children were able to pass an untrained task, indicating limited generalization. The findings suggest that video modeling may be an effective technology for teaching perspective taking if researchers can continue to develop strategies for enhancing the generalization of these new skills.

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What this paper is about

We evaluated video modeling and reinforcement for teaching perspective-taking skills to 3 children with autism using a multiple baseline design. Video modeling and reinforcement were effective; however, only 2 children were able to pass an untrained task, indicating limited generalization. The findings suggest that video modeling may be an effective technology for teaching perspective taking if researchers can continue to develop strategies for enhancing the generalization of these new skills.

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Available abstract

We evaluated video modeling and reinforcement for teaching perspective-taking skills to 3 children with autism using a multiple baseline design. Video modeling and reinforcement were effective; however, only 2 children were able to pass an untrained task, indicating limited generalization. The findings suggest that video modeling may be an effective technology for teaching perspective taking if researchers can continue to develop strategies for enhancing the generalization of these new skills.

Key concepts: Video modeling, Autism, Reinforcement, Generalization, Perspective (graphical), Multiple baseline design, Psychology, Task (project management)

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USING VIDEO MODELING AND REINFORCEMENT TO TEACH PERSPECTIVE‐TAKING SKILLS TO CHILDREN WITH AUTISM — Research Paper | ScholarLens