Degree Granting Department
Child and Family Studies
Raymond G. Miltenberger, Ph.D.
Lise Fox, Ph.D.
Tim Weil, Ph.D.
video feed forward, peer buddy, initiating, responding, peer training
The purpose of this study was to evaluate the effects of video self-modeling and
behavior skills training to teach social skills to children with Asperger’s and high
functioning autism. The targeted social skills were social initiations and social responses.
The video self-modeling alone condition was implemented first using a video
feedforward approach. A behavior skills training (BST) procedure was implemented
following the video self-modeling alone condition for each participant. BST consisted of
instructions, modeling, rehearsal, and feedback. The frequency of each target behavior
was scored from videotapes using 10-second frequency within interval recording. After
the video self-modeling was introduced, a mean increase was demonstrated in the target
behaviors for 3 of the 4 participants. However, following the video self-modeling plus
behavior skills training procedures, the social skills increased further for each participant.
Follow up measures showed that the social interactions for each participant remained
higher than baseline, however slightly lower than levels during BST+VSM.
Scholar Commons Citation
McFee, Krystal M., "Teaching Social Skills to Children with Asperger’s and High Functioning Autism: An Evaluation of Video Self-Modeling and Behavior Skills Training" (2010). Graduate Theses and Dissertations.