Supporting Social Play Skill Acquisition and Generalization of Children with Autism Through Video Modeling.

Researchers taught four preschool children with autism (ages 4-5) social play skills using short videos on handheld devices. The children watched 1-minute videos showing other kids playing together, then practiced these skills during playtime. The intervention helped children start playing with others more quickly and improved their back-and-forth play and talking. The skills worked with different children and in different parts of the classroom, and the improvements lasted after the videos stopped.

This study evaluated the effectiveness of portable video modeling for improving social play skills in four preschool children with autism (ages 4-5) in Icelandic settings. Participants watched 1-minute videos on handheld devices showing peer models initiating social interactions. Using a multiple-probe-across-participants design, researchers found that video modeling reduced the time children took to initiate social interactions and increased reciprocal play and language use during 5-minute play sessions. Importantly, improvements generalized to interactions with other peers, larger groups, and different classroom settings, with gains maintained after the intervention ended.

These preliminary findings suggest handheld video modeling may be an effective, portable tool for supporting social skill development in natural preschool environments.

Portable video modeling shows promise as an accessible intervention for improving social play skills in preschool autism settings. The generalization and maintenance of skills suggest practical utility. However, larger studies are needed to establish effectiveness. Clinicians may consider incorporating handheld video modeling as part of comprehensive social skills interventions.

Very small sample size (n=4) and described as preliminary findings. Study conducted in Iceland may limit generalizability to other cultural contexts. Multiple-probe design provides less robust evidence than randomized controlled trials. Duration of maintenance period not specified in the abstract.

This study assessed the effects of portable video modeling on social interactions of four children with autism, three boys and one girl, 4- to 5-year-olds, in preschools in Iceland. Participants were shown 1-min videos on a small handheld device where a peer model initiated social interactions and played with two peers. A multiple-probe-across-participants design showed that video modeling reduced latency to social initiation and increased reciprocal play and language use per 5-min play sessions. Improvements generalized to other peers, a larger group, and to the main classroom and were maintained post intervention.

These preliminary findings suggest that video modeling with a handheld device could support the acquisition and generalization of social play of preschool children with autism in natural settings.