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Journal of Autism and Developmental Disorders

, Volume 49, Issue 1, pp 236–247 | Cite as

Effects of Joint Video Modeling on Unscripted Play Behavior of Children with Autism Spectrum Disorder

  • Ana D. DueñasEmail author
  • Joshua B. Plavnick
  • M. Y. Savana Bak
Original Paper

Abstract

Preschool aged children with autism spectrum disorder (ASD) have marked deficits in pretend play that impede interactions with typically developing peers in inclusive early childhood settings. This study aimed to teach three young children with ASD to engage in pretend play behaviors with their peers. A multiple probe across participants experimental design was used to evaluate the effects of joint video modeling on scripted and unscripted verbalizations and scripted and unscripted play actions of children with ASD. The participants showed improvement on unscripted verbalizations during pretend play with typically developing peers in an inclusive early childhood setting.

Keywords

Peer-mediated intervention Pretend play Video-modeling 

Notes

Author Contributions

ADD conceived the study, designed, collected data and coordinated and drafted the manuscript; JBP participated in the design and interpretation of the data and edited the manuscript; MYSB participated in the design and interpretation of data and calculated the effect sizes and wrote that section of manuscript. All authors read and approved the final manuscript.

Funding

This study was not funded.

Compliance with Ethical Standards

Conflict of interest

The authors declare no conflict of interest.

Ethical Approval

All procedures performed in studies involving human participants were in accordance with the Ethical Standards of the Institutional and/or National Research Committee and with the 1964 Helsinki Declaration and its later amendments or comparable ethical standards.

Informed Consent

Informed consent was obtained from all individual participants included in the study.

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Copyright information

© Springer Science+Business Media, LLC, part of Springer Nature 2018

Authors and Affiliations

  1. 1.Department of Counseling, Educational Psychology, and Special EducationMichigan State UniversityEast LansingUSA

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