A comparison of video modeling and pivotal response training to teach pretend play skills to children with autism Spectrum disorder
Date
2010-11-20Author
Lydon, Helena
Healy, Olive
Leader, Geraldine
Metadata
Show full item recordUsage
This item's downloads: 278 (view details)
Cited 32 times in Scopus (view citations)
Recommended Citation
Lydon, Helena, Healy, Olive, & Leader, Geraldine. (2011). A comparison of Video Modeling and Pivotal Response Training to teach pretend play skills to children with Autism Spectrum Disorder. Research in Autism Spectrum Disorders, 5(2), 872-884.
Published Version
Abstract
This study aimed to directly compare the effectiveness of Pivotal Response Training (PRT)
and Video Modeling (VM) in the acquisition and generalization of scripted play
verbalizations and actions as well as the use of novel statements or actions in both the
training and generalization settings. All five participants were exposed to both conditions
and were randomly assigned to the sequence of treatment conditions: participants in
Sequence 1 received Condition 1 (VM) followed by and Condition 2 (PRT); participants in
Sequence 2 received Condition 2 followed by Condition 1. Results showed a significant
increase in the number of play actions for both the PRT and VM conditions in the training
environment, with greater increases evident as a result of PRT. Significant increases were
also found in the number of play actions in PRT compared to VM in the generalization
environment.