Training Responding Behaviors in Students with Autism

Abstract

Videotaped self-modeling (VSM) has been developed as a means to allow participants to view themselves in situations where they are performing at a more advanced level than they typically function. VSM has been effectively used to train positive behaviors and to reduce unwanted behaviors across a range of ages and behaviors; however, studies of VSM have not been conducted with students with autism Our study was designed to analyze the effects of VSM on the acquisition and maintenance of appropriate verbal responses to questions by children with autism. A multiple baseline design across students was used to evaluate performance. The results indicated that the three participants almost doubled their rates of appropriate responding to questions during play situations. The findings suggest that VSM may constitute a positive behavior change intervention worthy of consideration in a treatment regimen.

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