Using video modeling in teaching social skills to students with autism when making a purchase in a grocery store

The effects of video modeling in teaching social skills to students with autism were examined as students purchased grocery items in two community-based stores. Three students with autism, attending junior high school, participated in the study. A multiple baseline across students design was used to establish experimental control. Baseline, intervention and generalization sessions took place at a local grocery store. The community settings were chosen to assess the students' acquisition of skills outside the school environment with unfamiliar people. Video modeling was effective in enhancing social skills of students with autism. Moreover, students generalized the skills in a second untrained setting. One student improved social skills use via video modeling alone, and two students showed some inconsistencies in the acquisition and generalization of skills. Results of the study are discussed in terms of skill acquisition, generalization and limitations.