Complementary and reciprocal interactions are a defining feature of sibling relationships for young children. However, the social and communication difficulties of children with autism spectrum disorder (ASD) can make reciprocal play more difficult and play between siblings can be less rewarding. Sibling play can serve an important role in…

This study examined if a functional relationship exists between video modeling (VM) of peer models and increased outcomes in social communication goals for preschool-age children in an integrated public school setting. Six preschool students received the VM treatment in the classroom using a withdrawal design (A-B-A-B-C); two additional students…

Noncontingent reinforcement (NCR) is an effective technique for reducing a variety of behaviors in individuals with autism spectrum disorders (ASD); however, prior researchers have not investigated the effects of NCR to reduce perseverative speech in children with ASD in naturalistic educational contexts. The current investigation evaluated the…

The current study evaluated the effects of the "Superheroes Social Skills" program (Jenson et al. 2011) in promoting accurate demonstration of target social skills in training and generalization conditions in young children with autism spectrum disorder (ASD) and peers with shared social deficits. Three preschool-age children with ASD…

We utilized a cool versus not cool procedure plus role-playing to teach social communication skills to three individuals diagnosed with autism spectrum disorder. The cool versus not cool procedure plus role-playing consisted of the researcher randomly demonstrating the behavior correctly (cool) two times and the behavior incorrectly (not cool) two…

Children with autism have severe and pervasive impairments in social interactions and communication that impact most areas of daily living and often limit independent engagement in leisure activities. We taught four children with autism to engage in an age-appropriate leisure skill, playing the video game Guitar Hero II[TM], through the use of (a)…

Self-monitoring is a well-studied and widely used self-management skill in which a person observes and records his or her own behavior. Video feedback (VFB) occurs when an instructor videotapes a child's performances and reviews the footage with the child and potentially allows the child to score or evaluate their own behavior. A multiple-probe…

Children with autism often lack complex socially expressive skills that would allow them to engage others more successfully. In the present study, video modeling was used to promote appropriate verbal comments, intonation, gestures, and facial expressions during social interactions of three children with autism. In baseline, the children rarely…

We evaluated a social skills intervention with four children who had autism during interactive play with typical peers at a public elementary school. Paraprofessional staff (classroom assistants) used preteaching, rewards, and prompting to increase social initiations by the children toward peers. The children's social responses to peer initiations…

Efficacy research on video modeling as an instructional approach for individuals with autism has been found to be a promising area for teachers and researchers. Over the last three decades the literature has shown successful use of video modeling for teaching a variety of social, academic, and functional skills. The purpose of this literature…

A 4-year old boy with autism was exposed to a multicomponent intervention plan that targeted his verbal and physical sharing among typical peers in an integrated preschool class-room. Preceding daily play sessions he practiced sharing with one peer, and an instructor who directed and demonstrated desirable behaviors (priming). During actual play,…

A study assessed the efficacy of a written script/cue card program to teach conversational speech skills to three verbal, literate boys (ages 8-10) with autism. Initially boys demonstrated low frequencies of conversational speech. Following intervention, all three quickly met the training criteria and maintained correct responding without cue…

Elementary school children (N=203) in multiple settings across five years were interviewed and/or surveyed regarding their participation as members of social skills groups and peer network activities with children with autism (N-38). Most children enjoyed the programs, felt they benefited academically and/or socially, and had positive attitudes…