Researchers have found that video modeling can be an effective procedure for training teachers, behavioral technicians, and paraeducators to administer evidence-based practices to children with autism spectrum disorder (Brock & Carter, 2013; Catania et al., 2009; Digennaro‐Reed, Codding, Catania, & Maguire, 2010; Lipschultz, Vladescu, Reeve, Reeve, & Dipsey, 2015; Moore & Fisher, 2007; Rosales et al., 2015; Vladescu, Carroll, Paden, & Kodak, 2012; Weldy, Rapp, & Capocasa, 2014). Video modeling has not yet been evaluated to teach typical adolescents to deliver evidence-based practices. The purpose of the present study was to extend previous research on the use of video modeling as a training tool by teaching typical adolescents to administer naturalistic evidence-based practices to adolescents and young adults with autism spectrum disorder (ASD). This was accomplished by: (a) examining the effects of video modeling training on typical adolescents’ performance of peer mediated social interaction (PMSI), a 10-step procedure comprised of simplified behavioral practices, during roleplay with an adult actor , (b) examining the effects of video modeling training on the generalization of PMSI from an actor to adolescents with ASD, and (c) determining the social meaningfulness of video modeling training via pre- and post-intervention measures of social interaction for youth with ASD.A multiple probe design across participants was used to evaluate the effects of training via video modeling on delivery of PMSI by five typical adolescents. The dependent variable was the percentage of steps performed correctly by the typical adolescent for each step of PMSI. All participants demonstrated an immediate increase in PMSI as video modeling was systematically applied. Typical adolescents also generalized delivery to adolescents with ASD. These findings demonstrate a clear functional relation between video modeling training (VMT) and improved performance of PMSI. In addition, the present data extend the results of previous VMT research conducted with adult service providers (Catania et al., 2009; Lipschultz et al., 2015; Vladescu et al., 2012) by demonstrating similar outcomes with typical adolescents.An analysis of social interaction was conducted to ensure that teaching PMSI was likely to be of benefit to individuals with ASD. Social interaction consisted of: (a) being within 3 ft of and physically orienting toward peers, (b) interacting verbally or with gestures with one or more peers, and (c) engaging in an activity consistent with the peer hangout group. Social interaction between two youths with ASD and typical adolescent participants was evaluated within a peer mediated setting before and after VMT. Pre-intervention measures were compared to post-intervention measures. Social interaction for both youths with ASD improved following VMT.
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