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Summary Draft of Discussion Section.docx PSY 444 Draft of Discussion Section Southern New Hampshire University PSY 444: Senior Seminar in Psychology Discussion The objective of this study was to evaluate the impact of video modeling on the acquisition of
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Draft of Discussion S PSY 444 Draft of Discussion Section Southern New Hampshire University PSY 444: Senior Seminar in Psychology Discussion The objective of this study was to evaluate the impact of video modeling on the acquisition of social skills in children diagnosed with ASD. The resul...
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PSY 444
Draft of Discussion Section
Southern New Hampshire University
PSY 444: Senior Seminar in Psychology
Discussion
The objective of this study was to evaluate the impact of video modeling on the
acquisition of social skills in children diagnosed with ASD. The results of the study showed that
video modeling is an effective intervention strategy for improving and promoting social skills.
Six of the eight children in this study reached the mastery criterion for the acquisition of social
skills. Even though two of the children did not reach mastery, they did show a marked
improvement in engagement with their peers. The results of this study are similar to some extent
to those of previous studies that have been conducted (Alzyoudi et al., 2015; Ezzeddine et al.,
2020; Jung & Sainato, 2015).
The literature shows that children with ASD typically lack the social skills that are
needed to build relationships. Alzyoudi et al. (2015) claim that the prognosis for the overall
development of children with ASD is related to the acquisition of good social skills. Therefore, it
is important for treatment programs to include the teaching and promotion of social skills for
children with ASD.
The positive results of this study could be contributed to a number of factors. For one, the
responsiveness to video modeling is affected by an individual’s imitative repertoire. Five of the
eight children were reported to have a generalized imitative repertoire, which was verified by a
preassessment. Three of the eight children did not have a generalized imitative repertoire;
however, two of the children showed improvement in social skills while the third child reached
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