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Abstract
The value of a videotaped self‐modelling and self‐monitoring treatment program was investigated in the present study. The focus was the effect of the treatment program on the off‐task classroom behaviour of 3 male children with autism. The participants were aged between 9 and 11 years. Two of the children were described as severely autistic and the other was described as moderately autistic. All 3 had deficient cognitive skills. Each of the studies in the research project employed a single‐subject withdrawal design. The first two studies followed an A‐B‐A design and the third followed an A‐B‐A‐C‐A design. The results indicated considerable decreases in off‐task behaviour during the period of intervention. Both short‐term and long‐term maintenance gains were in evidence. The intervention was then reimplemented during follow‐up and similar reductions in off‐task behaviour were demonstrated. Attention theory was used to support the outcomes of the research.