2021 Volume 45 Issue 1 Pages 211-226
The purpose of this study was to examine the effects of a parent-implemented video-based school readiness intervention on two preschool children with ASD. The present study used a multiple probe design across target behaviors to investigate the effects of the intervention. Based on the results of interviews with parents and behavioral observations, we selected nine social scenes and eight group activity scenes necessary for the transition to school. The target behavior was the expression of the rules of appropriate behavior in each situation. Parents used the tablet device to encourage children to observe appropriate behavior and behavioral rules in social and group situations. If the child spontaneously expressed the rules of appropriate behavior, parents gave verbal praise. In addition, the therapist performed roleplays of social and group activity situations with the children. The results showed that both children acquired the rules of appropriate behavior in social and group activity situations, and the expression of appropriate behavior rules in group activity situations was maintained even after entering elementary school. Moreover, some items on the behavior checklist created by the parents for social and group activity skills were improved after the intervention and maintained after starting elementary school.
