Graduation Year


Document Type




Degree Granting Department

Child and Family Studies

Major Professor

Raymond G. Miltenberger, Ph.D.

Co-Major Professor

Lise Fox, Ph.D.

Committee Member

Tim Weil, Ph.D.


video feed forward, peer buddy, initiating, responding, peer training


The purpose of this study was to evaluate the effects of video self-modeling and

behavior skills training to teach social skills to children with Asperger’s and high

functioning autism. The targeted social skills were social initiations and social responses.

The video self-modeling alone condition was implemented first using a video

feedforward approach. A behavior skills training (BST) procedure was implemented

following the video self-modeling alone condition for each participant. BST consisted of

instructions, modeling, rehearsal, and feedback. The frequency of each target behavior

was scored from videotapes using 10-second frequency within interval recording. After

the video self-modeling was introduced, a mean increase was demonstrated in the target

behaviors for 3 of the 4 participants. However, following the video self-modeling plus

behavior skills training procedures, the social skills increased further for each participant.

Follow up measures showed that the social interactions for each participant remained

higher than baseline, however slightly lower than levels during BST+VSM.