Comparing effectiveness and efficiency of video modeling and video animation modeling in teaching socially expressive behaviors to children with asd

The purpose of this study was to compare the effectiveness and efficiency of video modeling (VM) and video animation modeling (VAM) in teaching socially expressive behaviors (SEB) to children with autism spectrum disorder (ASD). A total of three mothers and their children with ASD aged 4 to 6 participated in the study. The study employed nonconcurrent multiple baseline design combined with adapted alternating treatments design across participants. The intervention was delivered in each child's home setting. The dependent variable was exhibiting context-appropriate SEB that included verbal comments, facial expressions, and gestures. The independent variables were VM and VAM procedures. The effectiveness findings showed that both procedures were equally effective in acquisition of context-appropriate SEB. The efficiency findings, on the other hand, showed that efficiency of VM and VAM procedures varied. VAM was more efficient in teaching verbal comments, facial expressions, and gestures. Social validity findings indicated that child participants, their mothers, and teachers had positive opinions regarding the study.