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Using Interaction and Quantitative Analysis to Examine the Effects of Video Modeling on Play of a Preschooler with Autism.

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Title: Using Interaction and Quantitative Analysis to Examine the Effects of Video Modeling on Play of a Preschooler with Autism.
Authors: Pan, Qichao (AUTHOR), Bak, Moon Young Savana (AUTHOR), DeLiema, David (AUTHOR), Symons, Frank (AUTHOR), Dueñas, Ana D. (AUTHOR)
Source: Journal of Behavioral Education. Dec2025, Vol. 34 Issue 4, p843-868. 26p.
Subjects: Autism, Mixed methods research, Preschool children, Quantitative research, Contextual analysis, Play therapy, Audiovisual education
Abstract: Play, positioned powerfully in many cultures as a human right, is massively heterogeneous and resists a one-size-fits-all definition. Compared to typically developing individuals, researchers have characterized play in some individuals with autism as repetitive, stereotypical, less imaginative, and isolated. As such, the effectiveness, acceptability, and overall value of play-based interventions for individuals with autism have focused on discrete skills that facilitate normative play as opposed to the essence of play, such as playfulness and joy. The purpose of the current study was to use a mixed-method analysis to examine the effects of a video modeling-based play intervention implemented using a single-case multiple-probe design across playsets for a preschooler with autism. Visual analysis indicated that video modeling alone was not effective in enhancing scripted play, but combining video modeling with in situ modeling improved the participant's explicitly taught play. Our interaction analysis highlights five themes, providing nuanced insights into the participant's play that would not be otherwise captured through quantitative methods. Implications of adopting mixed-method analytical approaches to play in autism are also discussed. [ABSTRACT FROM AUTHOR]
Copyright of Journal of Behavioral Education is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: Using Interaction and Quantitative Analysis to Examine the Effects of Video Modeling on Play of a Preschooler with Autism.
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  Data: <searchLink fieldCode="AR" term="%22Pan%2C+Qichao%22">Pan, Qichao</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Bak%2C+Moon+Young+Savana%22">Bak, Moon Young Savana</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22DeLiema%2C+David%22">DeLiema, David</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Symons%2C+Frank%22">Symons, Frank</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Dueñas%2C+Ana+D%2E%22">Dueñas, Ana D.</searchLink> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22Journal+of+Behavioral+Education%22">Journal of Behavioral Education</searchLink>. Dec2025, Vol. 34 Issue 4, p843-868. 26p.
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  Data: <searchLink fieldCode="DE" term="%22Autism%22">Autism</searchLink><br /><searchLink fieldCode="DE" term="%22Mixed+methods+research%22">Mixed methods research</searchLink><br /><searchLink fieldCode="DE" term="%22Preschool+children%22">Preschool children</searchLink><br /><searchLink fieldCode="DE" term="%22Quantitative+research%22">Quantitative research</searchLink><br /><searchLink fieldCode="DE" term="%22Contextual+analysis%22">Contextual analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Play+therapy%22">Play therapy</searchLink><br /><searchLink fieldCode="DE" term="%22Audiovisual+education%22">Audiovisual education</searchLink>
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  Data: Play, positioned powerfully in many cultures as a human right, is massively heterogeneous and resists a one-size-fits-all definition. Compared to typically developing individuals, researchers have characterized play in some individuals with autism as repetitive, stereotypical, less imaginative, and isolated. As such, the effectiveness, acceptability, and overall value of play-based interventions for individuals with autism have focused on discrete skills that facilitate normative play as opposed to the essence of play, such as playfulness and joy. The purpose of the current study was to use a mixed-method analysis to examine the effects of a video modeling-based play intervention implemented using a single-case multiple-probe design across playsets for a preschooler with autism. Visual analysis indicated that video modeling alone was not effective in enhancing scripted play, but combining video modeling with in situ modeling improved the participant's explicitly taught play. Our interaction analysis highlights five themes, providing nuanced insights into the participant's play that would not be otherwise captured through quantitative methods. Implications of adopting mixed-method analytical approaches to play in autism are also discussed. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Journal of Behavioral Education is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1007/s10864-024-09550-y
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        Text: English
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      – SubjectFull: Autism
        Type: general
      – SubjectFull: Mixed methods research
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      – SubjectFull: Preschool children
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              Text: Dec2025
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