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Using Video Modeling to Teach Neurotypical Adolescents to Interact Socially with Peers with ASD

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Title: Using Video Modeling to Teach Neurotypical Adolescents to Interact Socially with Peers with ASD
Language: English
Authors: Mari C. MacFarland (ORCID 0000-0001-6152-9459), Joshua B. Plavnick, Kailie J. Kipfmiller, Adam S. McElyea
Source: Journal of Autism and Developmental Disorders. 2025 55(5):1580-1594.
Availability: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Peer Reviewed: Y
Page Count: 15
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Descriptors: Video Technology, Technology Uses in Education, Educational Technology, Modeling (Psychology), Teaching Methods, Adolescents, Peer Relationship, Interaction, Autism Spectrum Disorders, Training Methods
DOI: 10.1007/s10803-024-06277-7
ISSN: 0162-3257
1573-3432
Abstract: Research has shown video modeling to be effective for training adult service providers to administer evidence-based practices to children with autism. This study examined the effects of video modeling training (VMT) on neurotypical adolescents' performance of peer mediated social interaction (PMSI), a 10-step procedure of simplified behavioral practices, during roleplay with an adult actor. A multiple probe design across participants evaluated the effects of VMT on delivery of PMSI by five neurotypical adolescents. All participants demonstrated immediate increases and generalized delivery of PMSI to four adolescents with autism following VMT. Social interaction for two additional youths with autism also improved when evaluated within a peer mediated setting, as a measure of social validity, before and after VMT.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1468823
Database: ERIC
FullText Links:
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  Data: Using Video Modeling to Teach Neurotypical Adolescents to Interact Socially with Peers with ASD
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  Data: <searchLink fieldCode="AR" term="%22Mari+C%2E+MacFarland%22">Mari C. MacFarland</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0001-6152-9459">0000-0001-6152-9459</externalLink>)<br /><searchLink fieldCode="AR" term="%22Joshua+B%2E+Plavnick%22">Joshua B. Plavnick</searchLink><br /><searchLink fieldCode="AR" term="%22Kailie+J%2E+Kipfmiller%22">Kailie J. Kipfmiller</searchLink><br /><searchLink fieldCode="AR" term="%22Adam+S%2E+McElyea%22">Adam S. McElyea</searchLink>
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  Data: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
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  Data: Research has shown video modeling to be effective for training adult service providers to administer evidence-based practices to children with autism. This study examined the effects of video modeling training (VMT) on neurotypical adolescents' performance of peer mediated social interaction (PMSI), a 10-step procedure of simplified behavioral practices, during roleplay with an adult actor. A multiple probe design across participants evaluated the effects of VMT on delivery of PMSI by five neurotypical adolescents. All participants demonstrated immediate increases and generalized delivery of PMSI to four adolescents with autism following VMT. Social interaction for two additional youths with autism also improved when evaluated within a peer mediated setting, as a measure of social validity, before and after VMT.
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      – SubjectFull: Teaching Methods
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      – SubjectFull: Adolescents
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      – SubjectFull: Peer Relationship
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      – SubjectFull: Interaction
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      – SubjectFull: Autism Spectrum Disorders
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      – SubjectFull: Training Methods
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      – TitleFull: Using Video Modeling to Teach Neurotypical Adolescents to Interact Socially with Peers with ASD
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