Video self-modeling for reducing vocal stereotypy in children with autism spectrum disorder (ASD)

ABSTRACT

Video self-modeling (VSM) is a promising intervention strategy for teaching a variety of novel skills to children with autism spectrum disorders (ASD). The present study provides preliminary effects of VSM on reducing the vocal stereotypy of children with ASD. Two children participated and experimental control was achieved using a multiple-baseline across subjects design. Results were highly encouraging with one of the participants who showed a large reduction of his vocal stereotypy. Also, the intervention gains were successfully generalized across stimuli, people, and settings and maintained at 2-month follow-up assessment. However, for the other participant, the intervention was interrupted prematurely as he showed stressful reactions in relation to the videos that were presented as part of the intervention. Possible mechanisms for the success of this procedure are discussed as well as implications for its use in educational settings and areas for further research.

KEYWORDS:

• Autism
• video self-modeling
• self-stimulatory
• vocal stereotypy
• echolalia
• effectiveness

Acknowledgements

A special thanks is extended to the children and their families who participated in this study as well as to the anonymous reviewers of the manuscript for their valuable comments. Moreover, we would like to thank all members of staff at the school for their assistance.