1. Teaching Persistence in Social Initiations to Children with Autism: A Portable Video Modeling Technology Denise Grosberg Claremont Graduate University Marjorie H. Charlop Claremont McKenna College

2. Persistence What is persistence in social initiations? Persistence in social initiations is key to social development (Weiss & Harris, 2001) Formation of Meaningful Friendships Gaining Self-Esteem Confidence Coping with Rejection

3. Social Initiation Research Past research has focused on social initiations with one peer (Krantz & McKlanahan, 1993) Few Studies have examined persistence in social initiations (Kohler, Strain, Maretsky, and DeCesare, 1990) Technological interventions motivate children with autism to socially initiate (Nikopoulous & Keenan, 2003)

4. What is Video Modeling? Participants are: Shown a short video of models engaging in the targeted behavior Given an opportunity to engage in the targeted behavior No additional prompts or reinforcement are given

5. What is Video Modeling Used For? Video modeling has been found to effectively increase: Adaptive skills ATM use (Alberto et al., 2005) Simple meal preparation skills (Rehfeldt et al., 2003) Making coffee (Bidwell & Rehfeldt, 2004) Purchasing skills (Alcantara, 1994) Social and Communication Skills Compliment giving (Apple et al., 2005) Speech, writing, and taking turns (Neumann, 2003) Conversational Speech (Charlop & Milstein, 1989) Academic Generative spelling skills Kinney, Vedora, & Stomer, 2003) Play Verbal and motor play sequences (DAteno et al., 2003) Cooperative play (Moore, 1989) Pretend play (Allen, 1994; MacDonald, 2009) Play-related statements (Taylor et al., 1999)Academic

6. Video Modeling: The Next Generation Developments in portable technology have allowed for advancements in other areas PECS and PDAs (Miller, Leroy, Huang, Chuang, & Charlop, 2006) The next step is leveraging technology to make video modeling portable

7. A Portable Video Modeling Intervention (PVMI) What is a PVMI?

8. Why Use a PVMI? Can be used independent of adult assistance Compact size and convenience Feasibility Social Acceptability

9. Research Questions Can children with autism of varying functioning levels learn persistence in social initiations using a PVMI? Can persistence in social initiations be generalized and maintained over time and across settings with familiar and unfamiliar peers?

10. Participants 4 children with autism (2 high functioning/2 moderate functioning) Claremont Autism Center 3 confederate peers Typical siblings NameChronological AgeFunctioning Ability Age-Equivalent Nick8 years 3 months7 years 4 months Kelly7 years 3 months5 years 8 months Jake8 years 2 months6 years 0 months Mike9 years 3 months8 years 3 months

11. Experimental Design Multiple Baseline Across Child Baseline Now its time to play, pick a toy and choose a friend to play with

12. Experimental Design Intervention Criterion-100% accuracy in asking up to 3 peers to play over 2 consecutive sessions Peer 1Peer 2Peer 3 Clip 1Yes Clip 2NoYes Clip 3No Yes

13. Experimental Design Generalization Indoor community setting with familiar peers Outdoor park setting with unfamiliar peers Follow-Up 1 and 2 months after intervention

15. Discussion A PVMI increases opportunities for social engagement Importance of social skills training in the natural environment (Charlop-Christy et al., 1999; Halle, Baer, & Spradlin, 1981) A PVMI is unique from previous social skills interventions Independence Mobility Feasibility & Social Acceptability

16. Limitations Need for replication Individual child characteristics

17. Future Considerations Generalization to untrained peers and settings Video quality and variability

18. Conclusion Children with autism of varying functioning levels can learn complex social skills if they are highly motivated by the intervention tool Recommendation to expand the PVMI to other complex skills, children, and settings

19. Thank You! Questions? Contact: Denise@DeniseGrosberg.com