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A Comparison of Video Feedback and In Vivo Self-Monitoring on the Social Interactions of an Adolescent with Asperger Syndrome

Talida M. State and Lee Kern
Journal of Behavioral Education
Vol. 21, No. 1 (March 2012), pp. 18-33
Published by: Springer
Stable URL: http://www.jstor.org/stable/43551219
Page Count: 16
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A Comparison of Video Feedback and In Vivo Self-Monitoring on the Social Interactions of an Adolescent with Asperger Syndrome
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Abstract

Difficulties with social interactions and restrictive and repetitive interest patterns or behaviors are common among individuals with Asperger syndrome. These difficulties often pose barriers to establishing and maintaining social relationships. In the current study, 2 different interventions were compared that focused on improving the social interactions of a 14-year-old adolescent with Asperger syndrome. A reversal design was used to compare the effectiveness of video feedback and in vivo self-monitoring on inappropriate and appropriate social interactions during activities with a teacher. The procedures were replicated during activities with peers, and generalization was assessed during activities with the adolescent's mother. Although video feedback resulted in slight reductions in inappropriate behavior, larger reductions occurred during in vivo self-monitoring. Treatment acceptability data indicated high participant satisfaction with both interventions; however, the in vivo self-monitoring was rated as slightly preferred.

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