Development of Social Skills among Children with Autism Spectrum Disorder through Video Modeling

Abstract

Children with Autism Spectrum Disorder (ASD) often experience significant challenges in developing social skills, which can impact their ability to engage with peers and function in various social contexts. This study explores the development of social skills among children with Autism Spectrum Disorder (ASD) through video modeling intervention. Two ASD students, aged 5-10 years, were selected using purposive sampling from a local therapy center. The aim was to assess whether video modeling could improve their social behaviors, such as greetings, sharing, and peer interactions. Prior to the intervention, a pre-assessment was conducted, where teachers identified challenges in teaching social skills to the children. A 40-50 second video, demonstrating appropriate social behaviors, was developed and presented to the children in a controlled environment. The children watched the video multiple times over several sessions, with opportunities to practice the learned behaviors. Data was collected through a behavioral monitoring sheet, where teachers tracked whether the children successfully imitated the modeled behaviors after each session. Follow-up sessions ensured retention of skills by encouraging real-world practice. Post-assessment was carried out to compare teachers' perceptions of the children's progress in social skills before and after the intervention. The findings suggest that video modeling is effectively enhancing social skills in children with ASD, particularly in greeting peers, sharing, and engaging in simple conversations. The results highlight the potential of video modeling as an effective tool for teaching social skills to children with ASD.