The effects of animated video modeling on joint attention and social engagement in children with autism spectrum disorder

Abstract

BackgroundThe purpose of this study was to examine the efficacy of animated video modeling (VM) in promoting the acquisition and generalization of joint attention and social engagement in children autism spectrum disorder. MethodParticipants include six children ranging in age from 7 to 11 years old, each with Autism Spectrum Disorder. A multiple baseline design across participants was used to evaluate the relationship between the independent and dependent variables. ResultsVisual analysis of the results suggest rapid acquisition of both target skills and generalizing across settings and persons. Additionally, caregivers reported animated VM was a socially valid treatment. ConclusionsFindings have several important implications regarding the use of animated VM as an intervention. Most importantly, animated video modeling may contribute to the rapid acquisition of joint attention and social engagement. Limitations and recommendations for future research are presented.