A comparison of Video Modeling and Pivotal Response Training to teach pretend play skills to children with Autism Spectrum Disorder § Helena Lydon, Olive Healy *, Geraldine Leader National University of Ireland, Galway, Ireland Autism Spectrum Disorder (ASD) is a pervasive developmental disorder which is characterised by social difficulties, communicative limitations, and a restricted range of interests and behaviors. The DSM-IV-TR specifies that communication difficulties include a delay in or absence of spoken language, imitation, and pretend play deficits (American Psychiatric Association, 2000). Impairment in play skills is a well-documented feature of ASD. Children with ASD demonstrate limited appropriate use of toys and have specific impairments in symbolic and sociodramatic play (Baron-Cohen, 1987; Stahmer, 1995). Children with ASD rarely engage in creative, spontaneous play activities exhibited by typically developing peers. Rather, they often engage in repetitive and ritualistic actions with toys. They may use toys in a stereotyped manner or line toys up by shape or colour (Paterson & Arco, 2007; Stahmer, 1999). Instruction in play skills is an important aspect of instruction for children with ASD as it facilitates social integration and has been correlated with improvements in language, social skills and general cognitive functioning (Bates, 1979; Dauphin, Kinney, & Stromer, 2004; Sigman & Ungerer, 1984). Play facilitates the acquisition of many aspects of language, including nonverbal cues, turn taking, joint attention, regulation of behavior through requesting, and other social behaviors (Terpstra, Higgins, & Pierce, 2002). Lifter, Sulzer-Azaroff, Anderson, and Cowdery (1993) highlighted the importance of considering the developmental appropriateness of a play activity when teaching play skills to preschool children with ASD. Results indicate that children consistently demonstrate more acquisition and generalization of the developmentally appropriate activity when the developmental readiness of the child is considered. In a similar study Stahmer (1995) found that children with autism and Research in Autism Spectrum Disorders 5 (2011) 872–884 ARTICLE INFO Article history: Received 19 February 2010 Received in revised form 7 October 2010 Accepted 12 October 2010 Keywords: Autism Spectrum Disorder Pretend play skills Pivotal Response Training Video Modeling ABSTRACT This study aimed to directly compare the effectiveness of Pivotal Response Training (PRT) and Video Modeling (VM) in the acquisition and generalization of scripted play verbalizations and actions as well as the use of novel statements or actions in both the training and generalization settings. All five participants were exposed to both conditions and were randomly assigned to the sequence of treatment conditions: participants in Sequence 1 received Condition 1 (VM) followed by and Condition 2 (PRT); participants in Sequence 2 received Condition 2 followed by Condition 1. Results showed a significant increase in the number of play actions for both the PRT and VM conditions in the training environment, with greater increases evident as a result of PRT. Significant increases were also found in the number of play actions in PRT compared to VM in the generalization environment. ß 2010 Elsevier Ltd. All rights reserved. § This research was conducted by the first author under the supervision of the second and third authors in partial fulfillment of the requirements for her MA degree in ABA at NUI, Galway. The authors would like to thank the participants, St. Catherine’s Special Needs School Barnacoyle, A ´ balta ABA School and Olivia Murphy for their participation and assistance in conducting this research. * Corresponding author at: School of Psychology, National University of Ireland Galway, St. Anthony’s Building, Newcastle Rd., Galway, Ireland. Tel.: +353 49 3457; fax: +353 91 521355. Contents lists available at ScienceDirect Research in Autism Spectrum Disorders Journal homepage: http://ees.elsevier.com/RASD/default.asp 1750-9467/$ – see front matter ß 2010 Elsevier Ltd. All rights reserved. doi:10.1016/j.rasd.2010.10.002