Abstract
The aim of this study is to, based on a theory of learning, compare in what ways two different cases of the use of self-monitoring videotapes for developing social skills in adolescents with autism spectrum disorder (ASD) facilitates social behavior studied with a micro-level approach. Two verbal 15-year-old male students with ASD and cognitive disabilities were filmed for 20 min in three different situations. Student A (Adam) was shown contrasting videotaped examples of his desired/undesired behaviors and questioned about his perceptions. Based on variation theory, the conjecture to use contrasts to enhance learning has been implemented. Student B (Bill) was videotaped in three different situations on three different occasions, and his behavior was analyzed before and after the intervention by counting incidents of deviant behavior in all nine videos. Both participants expressed increased awareness of their behavior and were able to sustain change, and Bill decreased deviant behavior in one of the focused situations (practical instruction) from 37 to 3 incidents after 6 months.
Highlights
Previous research has shown that video monitoring (VM) is effective in teaching behavior to students with autism spectrum disorder (ASD) because of their well-developed ability to take in information visually through television (Banda, Matuszny, & Turkan, 2007; Greatz, Mastropieri, & Scruggs, 2006)
In a meta-analysis of VM and video self-monitoring (VSM), Bellini and Akullian (2007) found that respondents with ASD are able to copy positive behavior modeled on television if they recognize themselves in the film; they must already have the ability to act in the desired way and to understand the modeled behavior as desirable
Analyses of the films showed that the respondents became aware of the focus on their behavior in the learning situation and were surprised when they saw their unwanted behavior in the edited video
Summary
Previous research has shown that video monitoring (VM) is effective in teaching behavior to students with autism spectrum disorder (ASD) because of their well-developed ability to take in information visually through television (Banda, Matuszny, & Turkan, 2007; Greatz, Mastropieri, & Scruggs, 2006). Dratsch et al (2013) found that people with autism are impaired in detecting direct gaze, and have a deficit in perceiving social cues This deficit makes it more difficult for them to develop social skills than it is for people with no such deficit. Shulman, Guberman, Shiling, and Bauminger (2012) found that when discussing social and moral issues, people with ASD showed less flexibility than other people, less abstract thought, and less ability to adapt their judgment to different contexts and situations. They used pictures of undesired behaviors in their study, and compared 18 respondents with ASD with 18 respondents with typical development. Variation theory has previously been used to demonstrate that social skills can be developed in structured situations that allow
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