Video Modeling and Matrix Training 1 Video Modeling and Matrix Training to Teach Pretend Play in Children with Autism Spectrum Disorder A Thesis Presented by Lauren M. Dannenberg In partial fulfillment of the requirements for the degree of Master of Science In the field of Applied Behavior Analysis Northeastern University Boston, Massachusetts August 2010 Video Modeling and Matrix Training 2 NORTHEASTERN UNIVERSITY Bouvé College of Health Sciences Graduate School Thesis Title: A replication of Video Modeling and Matrix Training to teach pretend play in children with autism. Author: Lauren M. Dannenberg Masters of Science in Applied Behavior Analysis Committee members: _________________________________________________ ______________ Rebecca MacDonald Date _________________________________________________ ______________ William Ahearn Date _________________________________________________ ______________ Chata Dickson Date Video Modeling and Matrix Training 3 Video Modeling and Matrix Training to Teach Pretend Play in Children with Autism Spectrum Disorder Lauren Dannenberg Northeastern University Submitted In partial fulfillment of the requirements for the degree of Master of Science in Applied Behavior Analysis in the Bouvé College of Health Sciences Graduate School of Northeastern University, August 2010 Video Modeling and Matrix Training 4 Acknowledgements Thanks and appreciation to Rebecca MacDonald, the research supervisor of this Master’s Thesis, for her guidance and support throughout the data collection and writing of this Thesis. Special thanks are also offered to Cara Grieco for her assistance with data collection and to Cormac MacManus for his assistance throughout the process of this project. Video Modeling and Matrix Training 5 Abstract The purpose of this study was to combine video modeling with matrix training to teach play skills in young children with autism. Three children with autism were taught scripted vocalizations and actions for three play sets. Scripted play scenarios were developed using a 3 x 3 x 3 matrix involving characters, vehicles and objects. A within subject multiple probe design across play sets was used to demonstrate experimental control with each participant. Additionally, a multiple probe design across participants was used to demonstrate experimental control across participants. Baseline data were collected for each participant with each play set. During training the participant watched a video model consisting of an adult engaging in the scripted scenario. After the participant watched the video twice they had five minutes to play with the toys. Once mastery criteria were achieved, untrained stimuli were presented to the participant to assess the emergence of recombinative play behaviors. Results showed that after training on at least one of the play sets, 1 of the 3 participants demonstrated emergence of script recombination. Recombination was performed by the second and third participant after a brief recombination training session. The use of a matrix was a beneficial way to systematically teach pretend play skills to the three participants of this study. Video Modeling and Matrix Training 6 Table of Contents A. Abstract…………………………………………………………………………………....5 B. Introduction……………………………………………………………………………….7 C. Method Participants……………………………………………………………………………....12 Setting……………………………………………………………………………….......13 Materials……………………………………………………………………………....…13 Independent Variable…………………………………………………………................15 Dependent Variable……………………………………………………………….....…..16 Experimental Design………………………………………………………………..…...18 Procedure……………………………………………………………...…………….......19 Interobserver Agreement………………………...………………………………………20 D. Results………………………………………………………………………….....……..23 E. Discussion……………………………………………………………………...………..46 F. References……………………………………………………….…………………...….48 G. Figure Captions……………………………………………………………………...…..57 H. Figures……………………………………………………………...……………...…….58 I. Appendices Appendix 1: Bank play set and materials……………………………..…………………65 Appendix 2: Mansion play set and materials……………………………...……...……..66 Appendix 3: Castle play set and materials……………………………….…………...…67 Appendix 4: Bank script……………………………..……………………………...…..68 Appendix 5: Mansion script………………………………………………………...…..69 Appendix 6: Castle script………………………………………………………...……..70 Appendix 7: 3D matrices with trained scripts………………………..………...……….71 Appendix 8: 3D matrices with alternative probes…………………………………...….72 Appendix 9: Scoring guidelines for bank script………………………………...………73 Appendix 10: Scoring guidelines for mansion script………………………….………..74 Appendix 11: Scoring guidelines for castle script………………….……...……………75 Video Modeling and Matrix Training 7 Using Video Modeling with Matrix Training to Teach Pretend Play. Autism is a developmental disability which significantly affects a child’s education (U.S. Department of Education, 1999). This disability often presents with severe deficits in displaying appropriate affect, which ultimately impedes social development (McGee, Feldman, & Chernin, 1991). Children with autism may engage in repetitive behaviors or resist changes in the environment (Delano, 2007). Another deficit observed within this population is that they may be less likely to accept or make social initiations (Koegal, Koegal, Frea, & Fredeen, 2001). As a result of these deficits, children with autism are less likely to develop play skills at the same rate as their typically developing peers. In past studies researchers developed ways to teach different skills to children with autism. An effective way to teach children with autism is modeling. Modeling has been shown to be effective because it leads to skills being acquired and generalized quickly (Coleman & Stedman, 1974). Learning through observation of peers has also been effective in teaching various skills to children with autism (Garfinkle & Schwartz, 2002). Charlop-Christy, Le, and Freeman (2000) found that video modeling was more effective than in-vivo modeling. Video modeling interventions involve the learner watching a video of a typically developing peer or adult modeling appropriate skills. Ideally after repeated exposures the learner demonstrates imitation of those skills. The use of a video modeling can be very effective because the same model can be used multiple times. If a video is developed to teach one skill it can be used with different students to teach the same skill. It has been found to be cost effective. Using video modeling can enhance learning by showing edited video which highlights particular behaviors and can be repeatedly viewed (Ayres & Langone, 2005).Videos that are developed to teach different skills may Video Modeling and Matrix Training 8 produce a learning tool that is student specific by incorporating stimuli that are salient to that student. Reciprocating play actions and vocalizations are two marked deficits observed in children with autism. Taylor, Levin, and Jasper (1999) focused on teaching commenting during play to two children with autism via video modeling. A child with autism viewed a video with scripted play statements made between his sibling and an adult. Treatment sessions involved a child watching a video and then interacting with an adult. The children were taught to participate in an interaction with an adult. The adult also provided reinforcement for correct scripted comments made by the child. Results of this study showed that the children with autism were able to learn three different scripted scenarios. During these scenarios only scripted comments were made by the child. No novel unscripted comments were observed in this study. Video modeling has been very successful in teaching both scripted play actions and scripted play statements. Children with autism have also been taught to initiate play with peers and adults through video modeling. MacDonald, Sacramone, Mansfield, Wiltz, and Ahearn (2009) used video modeling to teach reciprocal play to children with autism. The purpose of this study was to teach the children with autism to engage in longer sequences of reciprocal play with their typically developing peers. The participants included two typically developing children and two children with autism. Three different play sets were used to teach the children reciprocal pretend play skills. During the study the researchers took data on scripted vocalizations and actions as well as those that were unscripted. Results of this study showed that video modeling was an effective tool to use to produce extended sequences of reciprocal play. Video Modeling and Matrix Training 9 Video modeling studies have also been shown to be effective for teaching reciprocal play. Reagon, Higbee, and Endicott (2006) taught pretend play skills to a student with autism using video modeling with his sibling as a model and play partner. A 4-year-old boy diagnosed with autism participated in the study. The boy was provided instruction on play in four play scenarios, each was approximately 30 seconds long. Each episode of play consisted of 5 scripted statements and 6 scripted actions. The participant’s sibling and two typically developing peers were used as models for the scenarios. The video modeling phase of the study resulted in an increase in play skills for the child with autism. Generative play is an area of focus in many video modeling studies. Generative play can be defined as play in which repertoires that have been taught in particular situations emerge in novel untrained situations (Dauphin, Kinney, & Stromer, 2004). A review