Teaching Social Initiation Skills to Young Children with Autism Using Video Self-Modeling with Video FeedbackLema Kabashi1* and Louise A Kaczmarek2
- Corresponding Author:
- Lema Kabashi
University of Wisconsin-La Crosse, WI, USA
E-mail: [email protected]
Received date: June 22, 2017; Accepted date: July 01, 2017; Published date: July 08, 2017
Citation: Kabashi L, Kaczmarek LA (2017) Teaching Social Initiation Skills to Young Children with Autism Using Video Self-Modeling with Video Feedback. Autism Open Access 7:212. doi:10.4172/2165-7890.1000212
Copyright: © 2017 Kabashi L, et al. This is an open-access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.
The purpose of this study was to examine the efficacy of video self-modeling with video feedback using iPads for establishing mands and greeting to peers in three young children with autism using a multiple probe single subject design across participants. Findings demonstrated that the intervention was effective for improving the target behaviors of two of the three participants. Independent mands generalized and were maintained, both short and long term, for two participants. Greetings generalized and were maintained in the short-term for one participant. Social validity results indicated that the raters viewed the intervention as beneficial for improving mands and greetings to peers.