Alternate Title

Teaching play skills

Advisor(s)

Rebecca P. Fallows MacDonald

Contributor(s)

Susan Langer, Chata Dickson

Date of Award

2009

Date Accepted

8-2009

Degree Grantor

Northeastern University

Degree Level

M.S.

Degree Name

Master of Applied Behavior Analysis

Department or Academic Unit

Bouvé College of Health Sciences. Department of Counseling and Applied Educational Psychology.

Keywords

psychology, autism, play skills, video modeling

Subject Categories

Autism in children - Treatment, Sensory Art Therapies - Methods, Autistic children - Therapy, Play therapy - Case studies

Disciplines

Art Therapy | Child Psychology

Abstract

Video modeling and live modeling have been shown to be successful strategies for teaching play skills to children with autism. The purpose of the current investigation was to compare rates of acquisition of play scripts using video modeling versus in-vivo modeling. The subjects included one child with autism and one typically developing child under the age of three. Pre-requisite skills were assessed for each participant. The dependent variables were the number of scripted actions and vocalizations performed correctly and trials to mastery. The independent variables were the type of model used and video vs. in-vivo and. An alternating treatments design across model types was used. Each participant was trained on two play sets using a video model and two play sets using an in-vivo model. Results of the pre-requisite testing showed that both participants scored 100% on attending to a preferred video and below 80% on all other tests. Results for the child with autism and typically developing child showed that video modeling and in-vivo modeling were both effective in teaching actions with objects within a play script.

Notes

"Running head: Teaching play skills" --Title page.

Document Type

Master's Thesis

Rights Holder

Janine Lane


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