Abstract
Video modeling is a strategy used to teach skills to children with autism. Few researchers have investigated whether peer or adult video models are more effective in teaching skills such as play. While typical children may learn better from peers than adults, it is possible that children with autism do not detect differences between peer and adult models and learn equally well from both. This study used a multiple baseline design to assess whether video modeling was associated with changes in the frequency of appropriate play behaviors for two preschoolers with autism. Results showed that the video modeling intervention increased modeled toy play for both participants, while only one participant demonstrated better performance with adult models. These results are discussed, and implications for future research are outlined.