Conclusion

• There is sufficient evidence from this study to conclude that video modeling , when used alone or in conjunction with a script , does appear to improve certain pragmatic skills in children with Asperger’s Syndrome.

• Video modeling works better in remediating some behaviors than others. Turn taking increased as a result of the intervention while conversational turn around and interrupting both decreased. The only variable that did not improve in a desirable way was conversation initiation.

• The intervention was very successful when introduced, however carryover, maintenance, and generalization did not occur for conversation initiation. Carryover, maintenance, and generalization were seen with each of the other three variables.

 

Purpose

The primary purpose of this paper was to determine if video modeling increased pragmatic skills.

Abstract

Pragmatic skills prove difficult for children with Asperger’s syndrome. The purpose of this study was to determine if video modeling positively impacted pragmatic skills. The subject was a 9 year old with Asperger’s Syndrome. A spontaneous speech-language sample was conducted to gather data. The researcher and subject discussed the components of a conversation. A live TV interview of an author the subject was already interested in was viewed. The subject practiced and conducted his own interview with a partner who also had Asperger’s Syndrome. The partner had previously participated in a similar study. Four behaviors were targeted for increase or decrease. The intervention was successful in three of four behaviors resulting in an increase of pragmatic appropriateness overall.

Method• Baseline data was collected on a 9 year, 11

month subject with Asperger’s Syndrome using a conversational speech sample.

• The researcher discussed the components of a conversation with the subject. A video model was then introduced.

• The researcher then had the subject choose a person to interview and develop a series of questions and answers prior to conducting the interview.

• The subject and his interviewee practiced the interview briefly before a recording of the actual interview was conducted.

• Post intervention data was collected using a spontaneous speech language sample similar to the one used to determine the baseline.

Behaviors Measured

Results

• Conversation initiation and turn-taking were the two behaviors targeted for increase. Baseline data revealed that he subject could initiate conversation at a rate of 20% and turn-take approximately 58% of the time. Interrupting and conversational turn-arounds were two behaviors targeted for decrease. Baseline data revealed that the subject interrupted at a rate of 42% and turned the conversation towards himself 80% of the time.

• During the intervention phase both desirable behaviors increased to 100% while both undesirable behaviors decreased to 0%.

• New baseline data showed he was able to maintain turn-taking at a rate of 93% while conversation initiation fell to 0%. Results also revealed that the subject interrupted only 20% of the time and turned the conversation towards himself at a rate of 40%.

Figure 2: Decrease of undesirable behaviors in spontaneous conversation (pre and post treatment) and structured interviewing (intervention) where A1 is the baseline, B is the intervention, and A2 is the new baseline.

Video Modeling to Increase Pragmatics in Asperger's Syndrome

Gretta M. Farley

Faculty Mentor: Susan C. Miller Department: Communication Sciences and Disorders

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TheGraduate

School

  Baseline Intervention New Baseline

Conversation Initiation

20% 100% 0%

Turn-Taking 58% 100% 93%Interrupting 42% 0% 20%Conversation Turn-Arounds

80% 0% 40%

Figure 1: Increase of desirable behaviors in spontaneous conversation (pre and post treatment) and structured interviewing (intervention) where A1 is the baseline, B is the intervention, and A2 is the new baseline.