Autism & Developmental

A comparison of two group-delivered social skills programs for young children with autism.

Kroeger et al. (2007) · Journal of autism and developmental disorders 2007
★ The Verdict

Short peer-model videos inside group social-skills lessons boost prosocial behavior in preschoolers with autism more than unstructured play.

✓ Read this if BCBAs running social-skills groups for preschool or early-elementary kids with autism.
✗ Skip if Clinicians working only with teens or adults, or those focused on non-social targets.

01Research in Context

01

What this study did

The team ran two small social-skills groups for preschoolers with autism. One group watched short videos of kids sharing, taking turns, and greeting peers. Then they practiced the same moves with adult help. The other group simply played together with toys and no extra teaching.

Each group met for the same amount of time. Trainers counted prosocial acts like sharing a toy or saying hello before and after the program.

02

What they found

Kids in the video-modeling group showed more prosocial behaviors after the lessons. The play-only group did not improve.

The gains were medium in size. Sharing, helping, and greeting rose above the children’s starting levels and stayed higher at follow-up.

03

How this fits with other research

Petry et al. (2007) ran a similar study the same year. They used single-case design and also saw big social gains from short peer-model videos. Together, the two 2007 papers show the method works in both group and one-on-one formats.

Richman et al. (2001) tested video modeling six years earlier. They found no difference between watching yourself or watching another child. This older work tells us the model’s identity does not matter; what matters is the clear visual example.

Wilson et al. (2020) moved the same idea to older kids and daily-living skills. Adolescents with autism learned cooking faster with point-of-view videos. The pattern is the same across ages and skills: video modeling beats no teaching or weaker prompts.

Bailey et al. (2010) looked like a contradiction at first. They found no edge for video over live models. But their study compared two active teaching styles, while Fullana et al. (2007) compared video teaching to free play. The null result simply shows live modeling also works, not that video fails.

04

Why it matters

If you run social-skills groups for young children with autism, add short peer-model videos. They cost little and lift prosocial acts more than free play alone. Swap one free-play block for a five-minute clip plus quick practice and you may see more sharing and greetings next week.

Free CEUs

Want CEUs on This Topic?

The ABA Clubhouse has 60+ free CEUs — live every Wednesday. Ethics, supervision & clinical topics.

Join Free →
→ Action — try this Monday

Pick one social skill, film two peers doing it for 30 seconds, show the clip, then guide immediate practice with toys.

02At a glance

Intervention
video modeling
Design
quasi experimental
Sample size
25
Population
autism spectrum disorder
Finding
positive
Magnitude
medium

03Original abstract

A social skills group intervention was developed and evaluated for young children with autism. Twenty-five 4- to 6-year-old (diagnosed) children were assigned to one of two kinds of social skills groups: the direct teaching group or the play activities group. The direct teaching group used a video-modeling format to teach play and social skills over the course of the intervention, while the play activities group engaged in unstructured play during the sessions. Groups met for 5 weeks, three times per week, 1 h each time. Data were derived and coded from videotapes of pre- and post-treatment unstructured play sessions. Findings indicated that while members of both groups increased prosocial behaviors, the direct teaching group made more gains in social skills.

Journal of autism and developmental disorders, 2007 · doi:10.1007/s10803-006-0207-x