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Abstract

The purpose of this study was to examine the effect of video modeling training on the generalization across conversational skills and play skills for two children with ASD. Video modeling intervention consisted of conversation training, play training, and a combination of both training. The results of the single subject reversal design showed that it is unclear if targeting one of these behaviors will affect the occurrence of the other. Play training alone increased the frequency of the interactive play for both children with ASD, but did not generalize to increase in the frequency of the interactive conversation. Conversation training alone increased the frequency of the interactive conversation for both of the children, but did not generalize to an increase in peer interaction. Combination of both training resulted in the greatest increase in the frequency of the interactive conversation and peer interaction than any other training alone.

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