(PS4-80) Using Video Modeling with Feedback to Teach Courtship Behaviors to an Autistic Young Adult: A Single Subject Design

A crucial aspect of life that has been historically overlooked for autistic individuals in intervention research and practice is sexuality and relationships (Solomon et al., 2019). Despite studies showing that those on the autism spectrum desire sexual and romantic relationships at similar rates to their neurotypical peers, autistic individuals display lower levels of sexual or romantic knowledge as well as fewer sexual and romantic experiences (Hancock et al., 2017; Hannah & Stagg, 2016). 

This study assessed the impact of video modeling with feedback on developing courtship behaviors in a 21-year-old autistic woman (IQ = 58). A concurrent multiple baseline design across behaviors was used to examine the impact of this intervention on three target behaviors: asking someone on a date, responding to acceptance, and handling rejection. Following three, four, and five baseline observations for each target behavior, corresponding video models were introduced. After viewing the video models, the participant role-played the skill with a confederate while being video-recorded. She was then shown this recording of herself and provided with feedback, including praise and suggestions for improvement. The participant then completed another role-play for the behavior, which was recorded and scored by research assistants. Outcome measures included the percent of steps correctly performed on task analyses of the target behaviors as well as ratings of skill appropriateness. A generalization probe with a new confederate was conducted two weeks post-intervention. 

Results demonstrated substantial improvement in the percentage of task steps completed for asking on a date (Baseline: M =16.3%, SD = 4.04; Intervention: M = 84%, SD = 12.6), responding to acceptance (BL: M = 2.8%, SD = 5.5; INT: M = 65.3%, SD = 16.4), and handling rejection (BL: M = 44%, SD = 8.94; INT: M = 83.3%, SD = 15.06). Across target behaviors, >75% of steps were completed during the generalization probe with an autistic confederate. Further, subjective appropriateness at the end of the intervention was rated high (4/4) by masked observers for all target behaviors. Of note, “appropriateness” should be considered within the context of the neurodiversity paradigm, which posits that diversity in brain functioning exists alongside other forms of diversity and need not be changed due only to deviations from societal norms (Dwyer, 2022). Thus, the skills we taught – while chosen by the participant – may not be used, expected, or desired by all neurodiverse people. Finally, the participant reported increased confidence in her ability to use the targeted courtship behaviors in real life post-intervention. The results of this study provide promising preliminary evidence supporting the effectiveness of a brief focused intervention practice (video modeling with feedback) on teaching basic dating skills to autistic individuals.