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.
Full Text
The Full Text of this article is available as a PDF (97.5 KB).
Selected References
These references are in PubMed. This may not be the complete list of references from this article.
- Baron-Cohen S., Leslie A. M., Frith U. Does the autistic child have a "theory of mind"? Cognition. 1985 Oct;21(1):37–46. doi: 10.1016/0010-0277(85)90022-8. [DOI] [PubMed] [Google Scholar]
- Charlop-Christy M. H., Le L., Freeman K. A. A comparison of video modeling with in vivo modeling for teaching children with autism. J Autism Dev Disord. 2000 Dec;30(6):537–552. doi: 10.1023/a:1005635326276. [DOI] [PubMed] [Google Scholar]
- Perner J., Frith U., Leslie A. M., Leekam S. R. Exploration of the autistic child's theory of mind: knowledge, belief, and communication. Child Dev. 1989 Jun;60(3):688–700. [PubMed] [Google Scholar]
- Shabani Daniel B., Katz Roger C., Wilder David A., Beauchamp Kenneth, Taylor Crystal R., Fischer Kirsten J. Increasing social initiations in children with autism: effects of a tactile prompt. J Appl Behav Anal. 2002 Spring;35(1):79–83. doi: 10.1901/jaba.2002.35-79. [DOI] [PMC free article] [PubMed] [Google Scholar]