Social review as a tool for developing social skills: using contrasting cases

    Research output: Contribution to journalArticlepeer-review

    3 Downloads (Pure)


    The aim of this study is to, based on a theory of learning, compare in what ways two different cases of the use of self-monitoring videotapes for developing social skills in adolescents with autism spectrum disorder (ASD) facilitates social behavior studied with a micro-level approach. Two verbal 15-year-old male students with ASD and cognitive disabilities were filmed for 20 min in three different situations. Student A (Adam) was shown contrasting videotaped examples of his desired/ undesired behaviors and questioned about his perceptions. Based on variation theory, the conjecture to use contrasts to enhance learning has been implemented. Student B (Bill) was videotaped in three different situations on three different occasions, and his behavior was analyzed before and after the intervention by counting incidents of deviant behavior in all nine videos. Both participants expressed increased awareness of their behavior and were able to sustain change, and Bill decreased deviant behavior in one of the focused situations (practical instruction) from 37 to 3 incidents after 6 months.

    Original languageEnglish
    Pages (from-to)1-8
    Number of pages7
    JournalSAGE Open
    Issue number2
    Publication statusPublished - 2013

    Swedish Standard Keywords

    • Pedagogy (50301)


    • behavioral sciences
    • communication
    • communication studies
    • education
    • educational measurement and assessment
    • human communication
    • interpersonal communication
    • learning disabilities
    • nonverbal
    • social sciences
    • special education


    Dive into the research topics of 'Social review as a tool for developing social skills: using contrasting cases'. Together they form a unique fingerprint.

    Cite this