Using video modeling to teach pretend play to children with autism

By Rebecca P. F. MacDonald, Michelle Clark, Elizabeth M. R. Garrigan, Madhuri Vangala. 2005

205 citations recorded by the source corpus.

Subfields: Clinical Psychology, Cognitive Neuroscience, Developmental and Educational Psychology

View Paper: https://www.semanticscholar.org/paper/2d61d5ae618cbc77961f3f025046eaf2d6fec723

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In Clinical Psychology

In Cognitive Neuroscience

In Developmental and Educational Psychology

Citations in the corpus

Training Teachers to Promote Pretend Play in Young Children with Disabilities (2010, background): “Only three studies have measured pretend play in context without prompts (Kasari et al., 2006; MacDonald et al., 2005; Sherrat, 2002).”
Two Variations of Video Modeling Interventions for Teaching Play Skills to Children with Autism (2010, methodology): “After the instruction, 430 SANCHO et al. “it’s time to play” (or a similar statement), the participant was given 4 min to play with the toys (MacDonald et al., 2005).”
Use of Computer-Assisted Technologies (CAT) to Enhance Social, Communicative, and Language Development in Children with Autism Spectrum Disorders (2012, methodology): “Further examples of attempts to increase pretend play through video modeling are provided by MacDonald et al. (2005; 2009).”
Evaluating the Effectiveness of Video Instruction on Social and Communication Skills Training for Children With Autism Spectrum Disorders: A Review of the Literature (2010, background): “Outcomes from 3 of the 4 studies (MacDonald et al., 2005; Nikopoulos & Keenan, 2004b, 2007) were interpreted to conclude that participants not only acquired the target skills but also maintained and/or generalized the target responses to untrained people, objects, and settings.”
A Review of School-Based Instructional Interventions for Students with Autism Spectrum Disorders. (2008, background): “Positive effects were reported for 94% of participants.”
Using Computer-Presented Social Stories and Video Models to Increase the Social Communication Skills of Children With High-Functioning Autism Spectrum Disorders (2008, unknown): “…teach correct spelling sequences (Kinney, Vedora, & Stromer, 2003), spontaneous social interactions (Maione & Mirenda, 2006; Wert & Neisworth, 2003), compliment giving (Apple, Billingsley, & Schwartz, 2005), and pretend play skills (MacDonald, Clark, Garrigan, & Vangala, 2005) in children with ASD.”
A Meta-Analysis of Video Modeling and Video Self-Modeling Interventions for Children and Adolescents with Autism Spectrum Disorders (2007, background): “However, some studies (D’Ateno et al., 2003; MacDonald et al., 2005; Taylor et al., 1999) increased scripted play behaviors that were featured on the video clips, but failed to generalize to unscripted play behaviors.”