(80 - 05) The Effect of Video Feedback with Direct Instruction and Socratic Questioning on Recognition of Verbal and Nonverbal Cues During Social Interactions in a Young Adult with Social Communication Deficits

Abstract: The effect of video-feedback with direct instruction and Socratic questioning on cue recognition during social interactions in an adult with social communication deficits was observed. Results found increased targeted cue recognition and decreased irrelevant cue identification from pre- to post-test conditions. Participant satisfaction and skill carry-over were found also.

Summary of Presentation : Deficits in social communication are characterized by the decreased ability to combine one’s own social knowledge with contextual information to produce social inferences. Considering the limited research on cue recognition during social interactions as well as previous studies finding video-feedback successful for the ASD adult population, the current study is warranted. A single subject test-retest design analyzed the effectiveness of video-feedback on cue recognition in a young adult with ASD and social communication deficits. The participant engaged in a conversation where two verbal and nonverbal cues were exaggerated throughout the conversation. The participant was prompted to mark “the most important cues” on a curated checklist. This conversation was recorded and utilized for video-feedback where the video was paused at the four main cues as well as when irrelevant cues were identified by the participant and direct instruction and Socratic questioning were performed. Results found improvement in identification of cues from pre- to post-tests and inconsistent performance across sessions. Participant satisfaction and skill carry-over were found also. Results supported that video-feedback intervention can assist in increasing adequate social interactions across different partners and settings. Furthermore, results warrant use of a combination of treatment techniques for social intervention.