Efficacy of Video Modeling on Social Skill Acquisition in Children Diagnosed with ASD.docx

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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 Hampsh... ire 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 wi. . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . .. .. . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . [Show More]

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