Digital video modeling for teaching objectless motor imitation skills in young children with Autism Spectrum Disorder

Abstract

Imitation is a foundational developmental skill that supports learning, communication, and social interaction in early childhood; however, many young children with Autism Spectrum Disorder (ASD) experience significant difficulties acquiring imitation skills. Technology-based instructional approaches, such as digital video modeling, offer accessible and visually structured methods for teaching early developmental skills. Although video modeling has been widely investigated in ASD intervention research, relatively fewer studies have focused specifically on teaching objectless motor imitation skills to young children with ASD. The purpose of this study was to examine the functional relation between a digital video-based instructional package and the acquisition of objectless motor imitation skills in young children with ASD. A multiple-baseline design across participants was employed with three young children diagnosed with ASD. Instruction consisted of brief digital video models combined with systematic prompting and reinforcement. Data were collected across baseline, intervention, generalization, and follow-up phases. Results indicated that all participants demonstrated marked improvements in objectless motor imitation following intervention, achieved mastery criteria, demonstrated generalization across instructors within the same setting, and maintained performance during follow-up sessions. These findings suggest that a digital video-based instructional package incorporating video modeling, prompting, and reinforcement may support the acquisition, generalization, and maintenance of objectless motor imitation skills in young children with ASD.