Abstract The purpose of this study was to investigate the effectiveness of a video modeling–based intervention package for teaching physically active cooperative playground games to preschool children diagnosed with autism spectrum disorder (ASD). Specifically, this study examined whether the intervention package improved the game performance of three preschool-aged children with ASD. A multiple probe design across participants was employed to assess the effects of the intervention on two traditional playground singing games (i.e., Kutu Kutu Pense and Benim Bir Atım Var). Participants were three preschool children with ASD (two boys and one girl), aged 4–5 years, recruited from an inclusive preschool. The dependent variable was the number of correct task-analysis steps performed during game play while the song/chanted rhyme was ongoing. The independent variable was a teacher-created video modeling–based intervention package that featured age-matched peer models and included visual supports, prompting, and reinforcement. Results indicated that all three children increased the number of correct steps for each game after the intervention package was introduced. Furthermore, during the maintenance phase, each child maintained performance, and generalization probes suggested transfer of the learned routines to different settings and peers. Social validity data from children, parents, and teachers indicated positive ratings of the goals, procedures, and outcomes of the intervention.
Ergin et al. (Mon,) studied this question.