The use of videotape self-monitoring to facilitate interactive intervention in speech-language therapy with preschool children with autism

This article describes the outcomes of a videotape self-monitoring project involving two graduate student clinicians enrolled in a clinical practicum in a speech-language pathology program. The goal of the project was to increase the clinicians' use of child-centered, interaction-promoting, and language-promoting strategies while interacting with preschool children with autism. The graduate student clinicians viewed videotapes of their weekly therapy sessions to identify and self-monitor their use of the interactive strategies with the children. The supervisees' and supervisor's ratings of the videotaped sessions were compared to each other and to the videotaped observational data. The outcomes are discussed from a developmental perspective for both supervisor and supervisees.