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Summary Efficacy of Video Modeling on Social Skill Acquisition in Children Diagnosed with ASD.docx Efficacy of Video Modeling on Social Skill Acquisition in Children Diagnosed with ASD Southern New Hampshire University PSY 444: Senior Seminar in Psychology
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Efficacy of Video Modeling on Social Skill Acquisition in Children Diagnosed with ASD.docx Efficacy of Video Modeling on Social Skill Acquisition in Children Diagnosed with ASD Southern New Hampshire University PSY 444: Senior Seminar in Psychology Abstract Children that are diagnosed with a...
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Efficacy of Video Modeling on Social Skill Acquisition in Children Diagnosed with ASD
Southern New Hampshire University PSY
444: Senior Seminar in Psychology
Abstract
Children that are diagnosed with autism spectrum disorder (ASD) usually have difficulty
communicating and interacting with other individuals which affects social activities such as
spontaneous play with peers. A multiple-probe design across participants was used to investigate
the use of video modeling intervention on the engagement with social activities and social
interaction with peers who were diagnosed with ASD. The results of the study indicate that the
video modeling intervention increased the social skills of seven of eight participants. Future
research should try to incorporate modifications to the intervention that can help with
problematic behaviors which the current study did not include.
Efficacy of Video Modeling on Social Skill Acquisition in Children Diagnosed with ASD
Autism spectrum disorder (ASD) is a developmental disorder that affects communication
and behavior. Autism is considered a developmental disorder because the symptoms usually
appear in the first two years of life (Autism Spectrum Disorder, 2018). Autism is typically
diagnosed in early childhood; however, it can be diagnosed at any age. Milder forms of autism
might not be diagnosed until middle childhood, usually between 9 and 11 years of age
(Slaughter, 2020). Autism is considered a spectrum disorder because there is a wide range in the
severity of symptoms that individuals may experience as well as the type of autism (Autism
Spectrum Disorder, 2018). According to the Diagnostic and Statistical Manual of Mental
Disorders (DSM-5) (2013), individuals that are diagnosed with autism spectrum disorder have
,difficulty communicating and interacting with other individuals, restrictive and/or repetitive
patterns of behavior or interests, and symptoms that cause significant impairments in social,
occupational, or other areas of life.
According to the Centers for Disease Control and Prevention (CDC) (2020), based on
data from a survey conducted in 2016 about 1 in 54 children were diagnosed with autism
spectrum disorder and it is more than 4 times more common among boys than girls. In a survey
that was conducted in 2000, it was reported that there were roughly 1 out of 150 children
diagnosed with autism. The rise in the prevalence of autism between 2000 and 2016 could be
caused by any number of reasons. It has been suggested that the rise in the rate of autism is due
to the rise in awareness of autism as well as the increased accuracy of the criteria that is used to
diagnose the disorder. The American Psychiatric Association modified the diagnostic criteria
for autism based on research literature and clinical experiences since the DSM-IV was
published in 1994 (Hyman, 2013). The changes that were made to the diagnostic criteria for
autism include: the diagnosis will be called Autism Spectrum Disorder (ASD), no more sub
diagnoses (Autistic Disorder, Asperger Syndrome, Pervasive Developmental Disorder Not
Otherwise Specified, Disintegrative Disorder), and the symptoms were rearranged into two
areas instead of three areas. The changes in the criteria could be the cause for the rise in the rate
of diagnosis.
Although, autism spectrum disorder is a lifelong disorder, there are treatments and
services that can help improve an individual’s ability to function in day-to-day activities and/or
tasks. There are several types of treatment available and these treatments include applied
behavior analysis, social skills training, occupational therapy, physical therapy, sensory
integration therapy, and the use of assistive technology (Centers for Disease Control and
Prevention, 2019). Applied behavior analysis (ABA) has become a well-supported and evidence-
based treatment for the behaviors that are typically associated with autism spectrum disorder
(Alves et al., 2020). Applied behavior analysis uses the encouragement of positive behaviors and
, the discouragement of negative behaviors to improve a wide range of skills and the progress that
a child makes is tracked and measured. Applied behavior analysis is the clinical application of
knowledge about behavior and learning to significant social behaviors, such as communication
(Foran et al., 2015).
Alves et al. (2020) conducted a systematic review of scientific articles that were
published in electronic databases of scientific research in health and technology. The purpose of
the review was to identify the technological basis of ABA-based assistive technologies, the
behavior domains that were addressed, and the targeted audience, as well as to describe their
main characteristics. They found that the use of robots allows for the implementation of specific,
repetitive, and motivating tasks. These technologies can be tailored specifically to the particular
needs of the individuals. Alves et al. (2020) state that research should investigate which design
resources are critical for the production of therapeutic effects as well as how those resources
create their impact. They also claim that any future research that is conducted will focus on
developing a protocol to guide and validate the adequacy of technological tools with regards to
ABA principles.
Alzyoudi et al. (2015) conducted a study to evaluate the impact of video modeling on an
intervention designed to improve the social skills of children with autism. This study was
different from previous research literature that was reviewed in four ways. First, the study
analyzed the video model practices used in social skills training in terms of whether the skills
have social validity and whether they were maintained or generalized. Second, the study focused
on social engagement in a natural setting instead of an experimental setting. Third, the study
addressed a limitation from previous research by studying the effect of video modeling without
the use of other intervention strategies. Finally, the study filled a regional need since no similar
studies could be found that had been conducted in the United Arab Emirates (UAE) or other Arab
countries.
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