Responding to Young Children’s Social-Emotional Needs Through Video Modeling

Abstract

16 YOUNG EXCEPTIONAL CHILDREN Vol. 24, No. 1, March 2021 https://doi.org/10.1177/1096250620910708 DOI: 10.1177/1096250620910708 journals.sagepub.com/home/yec Article reuse guidelines: sagepub.com/journals-permissions © 2020 Division for Early Childhood Charlie, age 4, attends Ms. Patsy’s child care center. He was recently diagnosed with autism spectrum disorder (ASD). Charlie enjoys playing with trains, blocks, and is frequently seen spending time in front of the mirror (e.g., washing hands in the bathroom, checking himself out in the dramatic play center). Charlie exhibits delays in social-emotional development, specifically communicating and interacting with peers and adults. At Charlie’s Individualized Education Plan (IEP) meeting, Ms. Patsy shared that Charlie only played by himself and had not formed friendships with other children. The speech-language pathologist (SLP) suggested using video modeling (VM) for Charlie (Division for Early Childhood of the Council for Exceptional Children Recommended Practices [DEC RPs], 2014, A6, INT2, INS2, and TC1). The team was interested and wanted to learn more. Social skills are behaviors that an individual learns to function in social environments, as well as the ability to find solutions to social challenges and problems (Scattone, 2007). Each child has their own individualized set of social-emotional skills based on age, development, cultural norms, and experiences. Social skills are vital to meaningful interactions and formation of friendships. Many children diagnosed with 910708 YECXXX10.1177/1096250620910708Young Exceptional ChildrenMitsch et al. research-article2020