Improving the social communication skills of children with autism through video self-modelling: an early efficacy study using single subject design.
Thesis DisciplineSpeech and Language Sciences
Degree GrantorUniversity of Canterbury
Degree NameMaster of Science
Purpose: This study aimed to investigate the efficacy of video self-modelling (VSM) intervention on the social communication skills of children with Autism Spectrum Disorder (ASD) in the home environment. The study further aimed to find out whether off-target responses decreased as target skills increased, and lastly, if acquisition of new social communication skills were maintained and generalised after withdrawal of treatment. Social validity and parental perception of generalisation of skills learned from VSM were likewise investigated.
Method: The study utilised a single subject, multiple baseline design, replicated across three participants with ASD, between ages 5 and 7 years. The Social Communication Questionnaire (SCQ) was conducted to confirm participant limitations in social communication, and identify target social communication skills for their VSM intervention. Baseline measures were obtained, and videos of each child engaging in appropriate aspects of their target skill with a family member, were created. Participants subsequently viewed their videos multiple times over five days, followed by a practice activity similar to their video each day. Short term maintenance was evaluated after intervention was withdrawn, followed by generalisation measures, and then six weeks after, long term maintenance evaluations. At the conclusion of the study, parents of each participant completed a follow-up questionnaire that assessed generalisation and social validity of the intervention process.
Conclusion: These findings support the efficacy of VSM on the improvement of social communication skills of children with ASD in the home setting. All participants demonstrated accelerated acquisition of target social communication skills, that were maintained over time and generalised across materials, people, settings and situations. Off-target responses likewise decreased as target responses increased. Finally, parents indicated that VSM intervention was a socially valid method they would consider for future applications.