Teaching play skills through video modeling without delayed imitation in repertoire

Document Type

Thesis

College

College of Arts and Sciences

Department

Psychology

Degree

M.S. Applied Behavior Analysis

Date Completed

2012

First Committee Member

MacDonald, Rebecca

Second Committee Member

Dickson, Chata

Third Committee Member

Karsten, Amanda

Abstract

"The purpose of the present study was to evaluate the efficacy of using simultaneous video modeling to teach play skills to children who did not demonstrate the potential prerequisite skill of delayed imitation. Two preschool students diagnosed with an autism spectrum disorder were taught play skills using video modeling. A non-concurrent multiple probe design across tasks was used to establish experimental control. Results indicated that both children acquired play skills for three play sets and maintained their performance during follow-up probes. One of the participants also acquired delayed imitation. These findings are discussed as they relate to the acquisition of play skills in video modeling when the prerequisite skill of delayed imitation is not present."

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