Promoting Question-Asking Initiations to Peers in Young Children with Autism Spectrum Disorder (ASD) Using Video-Based Instruction

Lema Kabashi,Ann M Epstein

doi:10.4172/2472-1786.100055

Abstract

The aim of this study was to promote question-asking initiations of young children with Autism Spectrum Disorder (ASD). Participants in this study were two boys, a first grader and a kindergartner. A multiple baseline single subject study design explored the efficacy of video self-modeling with video feedback delivered via iPads. New video vignettes of participants displaying the target behavior with peers were created and utilized throughout the implementation of the intervention. Results showed an increase in appropriate question-asking initiations with peers for both participants. One of the participants maintained the skills one month after the intervention was withdrawn. Social validity findings indicated positive results related to question-asking initiations as well as other social skills.

Highlights

Children with Autism Spectrum Disorder (ASD) exhibit significant deficits in age-appropriate social and communication skills, in addition to restricted and repetitive behaviors, interests, or activities (APA, 2013)
The baseline condition for the first participant, which was conducted through five sessions, showed that he displayed limited appropriate question-asking initiations with peers
It was hypothesized that participants would increase appropriate question-asking initiations with peers after viewing videos of themselves asking their peers questions

Summary

Introduction

Children with Autism Spectrum Disorder (ASD) exhibit significant deficits in age-appropriate social and communication skills, in addition to restricted and repetitive behaviors, interests, or activities (APA, 2013). Impairments in social and communication skills manifest in various areas such as initiating and responding to social bids, maintaining a conversation, turn taking, and establishing joint attention. Question-asking initiations are critical skills in order to initiate and maintain social interactions, be exposed to various social reinforcers, obtain novel information, and enhance independence [2]. While typically developing children may ask endless questions about people or their surroundings, children with autism tend to use language to make requests or protests rather than to initiate question-asking behaviors[3]. Failing to display question-asking initiations in early years may limit children’s opportunities to develop pragmatic language skills, profoundly impacting their overall language development [4]

Objectives

Methods

Results

Conclusion