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Journal of Autism and Developmental Disorders

, Volume 49, Issue 8, pp 3316–3327 | Cite as

A Pilot Evaluation of a Treatment Package to Teach Social Conversation via Video-Chat

  • Matthew T. BrodheadEmail author
  • So Yeon Kim
  • Mandy J. Rispoli
  • Emma S. Sipila
  • M. Y. Savana Bak
Original Paper

Abstract

By engaging with family members through video-chat technology, children with autism spectrum disorder (ASD) may access additional opportunities to develop social connections to build familial cohesion and access emotional support. The purpose of this study was to evaluate a behavioral intervention package in teaching social conversation via video-chat. Using a non-concurrent multiple-baseline across participants with an embedded alternating treatments design, three seven-year-old males with ASD were taught two variations of a social conversation. Their conversation skills generalized to unfamiliar adults, some of whom had no prior experience with children with ASD. When visual supports were removed, participants appropriately varied their social conversations. Social conversations continued to occur 2 weeks following the completion of the study. Results and implications are discussed.

Keywords

Autism Behavioral intervention Single-case design Social connections Social skills 

Notes

Acknowledgment

This research was supported in part by the Clifford B. Kinley Trust.

Author Contributions

MTB conceived and designed the study. MTB and SYK conducted the research sessions. MTB, SYK, MJR, ESS, and MYSB performed data analyses. MTB, MJR, and ESS wrote the manuscript. MTB, SYK, MJR, ESS, and MYSB contributed to the final version of the manuscript.

Compliance with Ethical Standards

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 2019

Authors and Affiliations

  1. 1.Department of Counseling, Educational Psychology, and Special EducationMichigan State UniversityMichiganUSA
  2. 2.Department of Educational StudiesPurdue UniversityWest LafayetteUSA

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