Improving the Pretend Play Skills of Preschoolers with Autism Spectrum Disorders: The Effects of Video Modeling

A single-subject design with multiple baselines across subjects was used to examine the efficacy of a video modeling intervention for teaching play skills to two four-year-old boys diagnosed with autism spectrum disorders. Participants viewed a videotaped scenario of an adult model playing with a toy set. Both children showed rapid increases in modeled actions and scripted verbalizations during the video modeling phase compared to baseline levels. The addition of reinforcement sessions during the video modeling phase increased the frequency of modeled actions and scripted verbalizations but appeared to have suppressed novel play. Generalization and short-term maintenance were achieved by both children; however, long-term maintenance was effective for one child only. Treatment fidelity and social validity measures indicated that the intervention was implemented accurately and considered valuable by participants' families. Suggestions for increasing novel play are discussed.