Assessing Video Enhanced Activity Schedules to Teach Social Skills to Children with Autism Spectrum Disorder
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ORIGINAL PAPER
Assessing Video Enhanced Activity Schedules to Teach Social Skills to Children with Autism Spectrum Disorder Jessica Anna Osos1,2 · Joshua B. Plavnick1 · Sarah M. Avendaño1 Accepted: 4 November 2020 © Springer Science+Business Media, LLC, part of Springer Nature 2020
Abstract Social communication deficits are one of the two core characteristics demonstrated by individuals with autism spectrum disorder (ASD) and require explicit instruction as soon as the deficit is discovered. The present investigation examined the use of video-enhanced activity schedules using tablet technology for teaching social interaction to children with ASD. A multiple probe across participants design was used to teach four preschool aged participants with ASD to show something they had accomplished to peers, and to demonstrate specific social conventions when doing so. An adapted alternating treatment design was also used to compare the differential effects of video enhanced activity schedules to electronic schedules without video. Two participants acquired social skills faster in the video enhanced activity schedule condition, and the other two participants learned at a comparable rate across interventions. Keywords Autism spectrum disorder · Activity schedules · Social skills · Video modeling Typically developing children as young as 3–4 years of age naturally interact with their peers and develop complex social skills through these natural interactions. Conversely, individuals with autism spectrum disorder (ASD) demonstrate deficits in social communication skills, which limits the extent to which they develop complex social skills through everyday interactions with others (American Psychiatric Association 2013). In fact, social communication deficits remain one of the two defining and core characteristics of an autism diagnosis (American Psychiatric Association 2013). For individuals with ASD, social deficits often persist and worsen over their lifetime (Howlin and Magiati 2017). Despite an increase in social skill intervention research over the last 20 years, there continues to be limited research for teaching children with ASD to independently initiate social interactions with peers during the course of daily activities (Martinez, Waters, Conroy, and Reichow 2019; McClannahan and Krantz 2010). The limited number of social initiations can reduce the total social interaction * Joshua B. Plavnick [email protected] 1
Department of Special Education, Michigan State University, 620 Farm Lane, #341, East Lansing, MI 48824, USA
Present Address: HealthCall in Royal Oak, Royal Oak, MI, USA
2
opportunities children with ASD have, which perpetuates deficits and difficulties in social interaction. Therefore, a limitation of the current intervention research literature that must be addressed is the identification of procedures that promote independent social initiations with peers (Martinez et al. 2019).
Video Modeling Video modeling is an effective approach for teaching social behavior to individuals with ASD (Bellini
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