Indiana University School of Education, 201 N. Rose Avenue, Office 3216, Bloomington, IN, 47405-1006, USA.
Department of Psychological and Brain Sciences, Indiana University, 1101 E. 10th Street, Bloomington, IN, 47405, USA.
J Autism Dev Disord. 2020 Mar;50(3):904-915. doi: 10.1007/s10803-019-04312-6.
Adolescents with autism often experience pronounced difficulties with social communication, and novel interventions designed to improve core abilities are greatly needed. This study examines if providing immediate video feedback, an extension of video self-modeling, can aid adolescents with autism to self-identify strengths and irregularities from their social interactions. Using multiple baseline design across four participants, individuals engaged in naturalistic conversations wearing video recording glasses. During the intervention, videos were reviewed immediately and participants recognized when they were not following typical social-communicative convention. Based on observational data coded from videos, all four participants modified their behavior during subsequent conversations. Although adolescents with autism may hypothetically know to behave, viewing themselves on video may provide practical cues to support social insight and behavioral change.
自闭症青少年在社交沟通方面常常遇到明显的困难，因此非常需要新的干预措施来提高他们的核心能力。本研究探讨了即时视频反馈（视频自我示范的延伸）是否可以帮助自闭症青少年从社交互动中自我识别优势和异常。在四个参与者的跨多个基线设计中，参与者佩戴视频记录眼镜进行自然对话。在干预过程中，立即查看视频，参与者识别出他们是否没有遵循典型的社交沟通规范。根据从视频中编码的观察数据，所有四个参与者在随后的对话中都改变了他们的行为。尽管自闭症青少年可能从理论上知道应该如何表现，但通过观看自己的视频可以提供实际的线索，以支持社交洞察力和行为改变。
