Using a Video Activity Schedule to Teach Cooperative Games to Autistic Children in a Camp Setting

• Published in: Journal of developmental and physical disabilities 2024-12, Vol.36 (6), p.1019-1037
• Main Authors: Kirkpatrick, Marie, E. Tankersley, Mariela, A. Ferrer, Gennina Noelle, Carrillo Vega, Roberta
• Format: Article
• Language: English
• Subjects: Autism; Autistic children; Behavioral Science and Psychology; Camps; Child and School Psychology; Communication; Cooperative games; Happiness; Job Skills; Original Article; Pediatrics; Psychology; Public Health; Schedules; Video Technology
• ISSN: 1056-263X; 1573-3580
• DOI: 10.1007/s10882-024-09966-4

Video activity schedules are a combination of video modeling and activity schedules that teach a singular task or a series of tasks to be completed. Instead of a sequence of pictures, videos demonstrate to the learner what is expected to be done. Research has focused heavily on using video activity schedules to teach daily living or vocational skills; however, there is a lack of research on using video activity schedules to teach play skills. In this study, a non-concurrent multiple baseline design across participants was used to evaluate the effect of a video activity schedule to teach four dyads of autistic children how to play cooperative games during a summer day camp. Results indicate that all participants learned how to play the game, including during generalization and maintenance probes. A limitation within the study was a lack of data collected for social communication and social validity. Future research should collect social communication data and/or other measures like indices of happiness (e.g., smiling, laughing, etc.).