Has been pointed that video-modeling seems to promote the observational learning in
individuals with Autism, included verbal repertories. However individuals with Autism
often exhibit difficulty to learn by observing the actions of others. One method to
provide observational learning it is previous training of monitoring pair’s actions.
Nevertheless, monitoring training studies has been accomplished in-vivo pairs, making
them more expensive and committing experimental control. This study investigated the
possibility of establishing monitoring response via video-modeling. Furthermore,
investigated if observational learning of tacts and textual could emerge by acquisition of
monitoring repertory. Two children with autism participated. Observational learning
tests via video-modeling were performed. Then the tact monitoring training via videomodeling was implemented in three steps: (1) teaching of monitoring behavior; (2)
attempt to the model’s responses and (3) attempt to the model’s response consequence,
not knowing the objects’ tacts. Afterwards, tests for tacts and textual were conducted
via video-modeling. Two children acquire monitoring repertory in four sessions,
indicating that monitoring training via video-modeling can be an effective and
economic alternative for monitoring training. The acquisition of monitoring repertory
beneficed the acquisition of tact and textual via observational learning for one of the
participants. It is discussed the potential effects of video-modeling to train precurrent
behaviors necessary for observational learning and the necessity of continuing researchxii
in this area for better comprehension of variables that influence the acquisition of
observational learning.
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