Whitney James Smith

Young adults with Asperger’s Syndrome (AS) display a marked impairment in social interaction and often exhibit difficulty in social conversations with peers. These deficiencies can interfere with the initiation and maintenance of peer relationships. Video self-modeling has been shown to be an effective technique in teaching social behaviors. We examined the acquisition of social communicative behaviors using video self-modeling and generalization across peers during social conversation. A multiple baseline across participants design was employed to target question asking in social conversation for each of the 3 participants. Results suggest that video self-modeling is an effective technique in teaching question asking during social conversation. Results are discussed in terms of advancing intervention techniques to target more complex social goals for the older population with AS.