Video Modeling and Observational Learning to Teach Gaming Access to Students with ASD

Amy D. Spriggs, David L. Gast, Victoria F. Knight

Research output: Contribution to journalArticlepeer-review

10 Scopus citations


The purpose of this study was to evaluate both video modeling and observational learning to teach age-appropriate recreation and leisure skills (i.e., accessing video games) to students with autism spectrum disorder. Effects of video modeling were evaluated via a multiple probe design across participants and criteria for mastery were based on these results. Secondary measures were collected on observational learning across participants and behaviors. Participants included 4 children with autism, ages 8–11, who were served in self-contained special education classrooms. Results indicated a functional relation between video modeling and increased independence in gaming; observational learning occurred for at least some steps across students. Results, implications for practitioners, limitations, and ideas for future research are discussed.

Original languageEnglish
Pages (from-to)2845-2858
Number of pages14
JournalJournal of Autism and Developmental Disorders
Issue number9
StatePublished - Sep 1 2016

Bibliographical note

Publisher Copyright:
© 2016, Springer Science+Business Media New York.


  • ASD
  • Autism
  • Gaming
  • Observational learning
  • Recreation and leisure skills
  • Video games
  • Video modeling

ASJC Scopus subject areas

  • Developmental and Educational Psychology


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