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Desroches 1 Fredlyne Desroches SPED 274 Introduction and Title 12/14/23 Title : Using Applied Behavior Analysis through video modeling interventions for young adults with Autism spectrum disorder (ASD) Introduction Young adults with autism spectrum disorders (ASD) can manifest with many signs and symp- toms that show difficulties in developing communication skills and social interaction. Further- more, ASD is characterized by deficits in social interactions and communications across multiple environments with restricted and repetitive behaviors. The use of Applied Behavior Analysis (ABA) has been shown to decrease the rates of restricted, repetitive behaviors and increase social interactions and communication between clients and their peers. For instance, if a clients shovels their food a lot at the table and lacks table manners to be functional during dinner time, ABA can incorporate a myriad of evidence-based interventions that can help a student/clients with many aspects of their activities of daily living. Video Modeling is one of those evidence-based interventions that can be used, especially in the instance above. Video Modeling is defined as a demonstration of desired behaviors or behaviors/skills one wants to teach a client through video representation of the behavior. A student or client will ei- ther watch another person engaging in the desired behavior and then is expected to copy or imi- tate the desired behavior shown in the video. A few studies academics and practitioners have used video modeling in several contexts with individuals ranging in age from preschool to matu- rity. Children with autism have been taught a variety of social, intellectual, and functional abili- ties using this approach (Cardon et al., 2019). The social skills deficiencies of autistic kids have

Desroches 2 also been effectively treated via video modeling. A range of additional abilities, including motor skills, have shown long term improvement Various study have demonstrated this type of intervention of video modeling based on a so- cial learning theory that most individuals learn new skills by observing how others behave. Mod- eling and imitation are the two fundamental processes involved in this concept of learning via observation (Delano, 2007). Putting on a show for an audience and demonstrating the desired conduct for others to imitate is what we mean when we talk about modeling. As a result, this theory has worked as the basis of these video modeling interventions. In the replication article “Using Video Modeling to teach a meal preparation task to individu- als with a moderate intellectual disability”, the study conducted a single-subject study imple- menting an AB design with 3 replications utilizing 4 adolescents having multiple disabilities, in- cluding moderate cognitive impairments, to demonstrate the efficacy of a video modeling and video-prompting intervention to teach a food preparation skill (Kanfush & Jaffe, 2019). The en- tire study proves that video modeling can be used a strong visual tool for teach student/clients with ASD, as they can see themselves engaging in the desired behavior. The goal of this applied behavior analysis paper is that I would like to replicate that article mentioned in the previous paragraph to teach social skills such as table manners, slowly chewing at the eating table, using a spoon correctly, being appropriate at the dinner table using video modeling that clinicians have used in the past to increase the positive interactive social skills as they will need training to help them engage successfully in social situations. My plan is to use to video modeling with 3 students watching a video recording of a model highlighting a target be- havior/skill in a clear and concise manner. The method of intervention will involve the follow- ing steps. The steps will include defining the target behavior then contracting a task analysis of

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