BEHAVIOR MODIFICATION / January 2001 Sherer et al. / USING VIDEO WITH CHILDREN WITH AUTISM The present study was designed to compare the efficacy of “self” versus “other” video-modeling interventions. Five children with autism ranging in age from 4 to 11 were taught to answer a series of conversation questions in both self and other video-modeled conditions. Results were evaluated using a combination of a multiple baseline and alternating treatments design. Three out of the five participants performed at levels of 100% accuracy at posttreatment. Results indi- cated no overall difference in rate of task acquisition between the two conditions, implying that children who were successful at learning from video in general, learned equally as well via both treatment approaches. Anecdotal evidence suggested that participants who were successful with video treatment had higher visual learning skills than children who were unsuccessful with this approach. Results are discussed in terms of a visual learning model for children with autism. Enhancing Conversation Skills in Children With Autism via Video Technology Which Is Better, “Self” or “Other” as a Model? MICHELLE SHERER KAREN L. PIERCE SARA PAREDES KIMBERLY L. KISACKY BROOKE INGERSOLL LAURA SCHREIBMAN University of California, San Diego Albert Bandura first introduced the concept of modeling during the 1960s with the dramatic demonstration that young children reacted 140 AUTHORS’ NOTE: This work was supported by research grant #1F32MH11296 from the National Institute of Mental Health awarded to the first author and by USPHS research grant #MH39434 from the National Institute of Mental Health awarded to Laura Schreibman. A spe- cial thanks to all of the children and their families who participated in this project. BEHAVIOR MODIFICATION, Vol. 25 No. 1, January 2001 140-158 © 2001 Sage Publications, Inc.