Using video modeling to teach play comments to dyads with ASD

Ezzeddine et al. (2020) asked whether a short video clip could teach play comments to pairs of children with autism. They used a multiple-baseline design across behaviors. Each child watched a peer model say fun things like “Let’s build a tower!” while playing. The team then counted how often the viewers copied those lines during their own play sessions.

All six children started using the scripted comments after only a few video views. Some kids needed extra prompts or small prizes, but everyone reached the goal. The new comments stuck around during quick check-ins one and three weeks later.

The result lines up with a long line of video-modeling wins. Landry et al. (1989) first showed that autistic boys learned full conversations from tapes and kept them for 15 months. Neff et al. (2017) later proved that siblings, not just adults, could run the play after watching a two-minute clip. Ezzeddine narrows the focus to peer dyads and still sees success, so the method travels across partners and settings.

Kocher et al. (2015) got similar play comments using script cards instead of video. Their positive outcome means you can pick either tool—video for a quick solo prep or cards for hands-on help.

Sasson et al. (2022) mixed video with peer mediation at recess and also saw big gains, but their students had intellectual disability too. Ezzeddine shows the lighter version—just video—still works for kids without extra cognitive delays.

You can add a tablet and a two-minute clip to your bag and hit go. Show the video right before play time, then step back and tally comments. If rates stay low, toss in a prompt or token—Ezzeddine proved that combo still keeps the session fun. The short prep and built-in maintenance probes mean you spend less time training and more time playing.