Effects of Video Modeling on Play of a Preschooler With Autism: A Mixed-Method Analysis

• In Event: Saturday Roundtable Session 1:15 pm
  In Roundtable Session: Self-Determination, Teacher Leadership, and Effective Interventions in Early Childhood Special Education (Table 31)

Abstract

This study utilized a mixed-method analysis approach, incorporating visual analysis and interaction analysis, to comprehensively understand the impact of video modeling on play in a preschooler with autism. A multiple-probe design was employed across three playsets to teach play (i.e., predetermined play verbalizations and actions). Visual analysis of the time-series line graph indicated that combining video modeling with in situ modeling increased the participant's explicitly taught play and qualitative interaction analysis showed emergent play actions that were not explicitly taught through the intervention. Specifically, the interaction analysis identified five themes providing nuanced insights into participant's play. The importance of using mixed-method analysis approaches to comprehend play as a holistic skill in interventions for individuals with autism is discussed.

Authors

• Qichao Pan, University of Minnesota

• Moon Young Savana Bak, University of Minnesota

• David DeLiema, University of Minnesota