Brief Report: Effects of Video-Based Group Instruction on Spontaneous Social Interaction of Adolescents with Autism Spectrum Disorders.
A one-minute video before group games gets teens with autism talking more right away.
01Research in Context
What this study did
Four teens with autism watched a short video right before group game time.
The clip showed kids asking questions and making comments while they played.
Staff then started a board game and counted how often each teen spoke up.
What they found
Every teen asked more questions and made more comments after seeing the video.
The jump happened right away and lasted through the session.
No extra prompts were needed once the game began.
How this fits with other research
Wormald et al. (2019) got the same kind of lift with preschoolers during pretend play.
Macpherson et al. (2015) moved the video onto an iPad mid-game and still saw gains.
Torres et al. (2018) used the same iPad setup, but taught exercise skills instead of social talk.
Together the four studies show a quick video model works across ages and games.
Why it matters
You can run this in five minutes. Queue a 60-second clip on a phone or smart-board, hit play, then start the game. Track who speaks and you have your data. Try it during lunch clubs, PE, or Friday game time and watch spontaneous talk rise.
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Join Free →Pick one social game, film a peer model asking two questions and one comment, show the clip, then start the game and count spontaneous talk.
02At a glance
03Original abstract
Four adolescents with autism spectrum disorder (ASD) were taught to interact with peers by asking social questions or commenting about others during game play or group activities. Participants were shown a video model and then given an opportunity to perform the social behavior depicted in the model when playing a game with one another. All participants demonstrated an increase in both social interaction skills, replicating previous research on video-based group instruction for adolescents with ASD. The results suggest the procedure may be useful for teaching social skills that occur under natural conditions.
Journal of autism and developmental disorders, 2018 · doi:10.1007/s10803-018-3481-5