Effects of video modeling and video feedback on peer-directed social language skills of a child with autism

Identifying practical strategies for teaching children with autism to use social language with their peers is a challenge for professionals designing treatment programs. The purpose of this multiple baseline study was to assess the effectiveness of video modeling and video feedback for teaching a child with autisin to use social language with typical peers during play. Video modeling was effective in increasing social language in two of the three activities. Video feedback and prompting were required in the third activity to effect a stable rate of increased social language. Unscripted verbalizations predominated across all three activities, as did initiations. The results are discussed with reference to previous research, future directions, and implications for practice.