Individuals with autism spectrum disorder (ASD) have difficulty finding employment and maintaining social relationships. Professional and personal interactions require individuals to make inferences, or read between the lines. Inferencing is a challenge for individuals with ASD because it requires complex information processing. More specifically, it involves the integration of cognitive and linguistic information. There is a lack of research using complex stimuli to treat inferencing. An A-B-A-B design with one adult with ASD was used to examine the effectiveness of a movie-based method, Movie Time Social Learning(Vagin, 2012), on improving the emotional inferencing skills of one young adult with ASD. The participant answered factual and emotional inference questions about short Disneyand Pixarmovie clips. Visual supports, explicit teaching, and scaffolding as described in Movie Time Social Learningwere used during the treatment phases to teach the participant how to make inferences. Social validity results suggest the participant enjoyed the use of Movie Time Social Learning; however, post-test results and visual analysis of the data suggest there may be other factors that influenced the emotional inferencing skills. The current study may inform clinicians about treating emotional inferencing using movies and the external supports from the Movie Time Social Learning method (2012).
","abstract_html":"<p>Individuals with autism spectrum disorder (ASD) have difficulty finding employment and maintaining social relationships. Professional and personal interactions require individuals to make inferences, or read between the lines. Inferencing is a challenge for individuals with ASD because it requires complex information processing. More specifically, it involves the integration of cognitive and linguistic information. There is a lack of research using complex stimuli to treat inferencing. An A-B-A-B design with one adult with ASD was used to examine the effectiveness of a movie-based method, <em>Movie Time Social Learning</em>(Vagin, 2012), on improving the emotional inferencing skills of one young adult with ASD. The participant answered factual and emotional inference questions about short <em>Disney</em>and <em>Pixar</em>movie clips. Visual supports, explicit teaching, and scaffolding as described in <em>Movie Time Social Learning</em>were used during the treatment phases to teach the participant how to make inferences. Social validity results suggest the participant enjoyed the use of <em>Movie Time Social Learning</em>; however, post-test results and visual analysis of the data suggest there may be other factors that influenced the emotional inferencing skills. The current study may inform clinicians about treating emotional inferencing using movies and the external supports from the <em>Movie Time Social Learning </em>method (2012).</p>","abstract_has_math":false,"creators":["Reade, Jenna"],"institution":null,"degree_name":"MS","degree_level":"Immediate Access","degree_discipline":"Speech-Language Pathology (SLP)","degree_department":null,"school":null,"contributors":["Katherine Belardi","Lori Marra","Heather Rusiewicz"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2018,"date_issued":"2018-08-11T07:00:00Z","date_published":"2018-08-11T07:00:00Z","updated_at":"2026-07-24T02:10:43Z","subjects":["autism","ASD","autism spectrum disorder","inferencing","emotional inferencing","Movie Time Social Learning","Speech Pathology and Audiology"],"languages":["English"],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://dsc.duq.edu/etd/1471","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Katherine Belardi","Lori Marra","Heather Rusiewicz"]},{"key":"dc:creator","label":"Author","values":["Reade, Jenna"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2018-08-11T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Speech-Language Pathology (SLP)"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Immediate Access"]},{"key":"thesis:degree_name","label":"Degree Name","values":["MS"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["autism","ASD","autism spectrum disorder","inferencing","emotional inferencing","Movie Time Social Learning","Speech Pathology and Audiology"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["English"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://dsc.duq.edu/etd/1471"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Individuals with autism spectrum disorder (ASD) have difficulty finding employment and maintaining social relationships. Professional and personal interactions require individuals to make inferences, or read between the lines. Inferencing is a challenge for individuals with ASD because it requires complex information processing. More specifically, it involves the integration of cognitive and linguistic information. There is a lack of research using complex stimuli to treat inferencing. An A-B-A-B design with one adult with ASD was used to examine the effectiveness of a movie-based method, Movie Time Social Learning(Vagin, 2012), on improving the emotional inferencing skills of one young adult with ASD. The participant answered factual and emotional inference questions about short Disneyand Pixarmovie clips. Visual supports, explicit teaching, and scaffolding as described in Movie Time Social Learningwere used during the treatment phases to teach the participant how to make inferences. Social validity results suggest the participant enjoyed the use of Movie Time Social Learning; however, post-test results and visual analysis of the data suggest there may be other factors that influenced the emotional inferencing skills. The current study may inform clinicians about treating emotional inferencing using movies and the external supports from the Movie Time Social Learning method (2012).
"]},{"key":"dc:title","label":"Title","values":["The Effect of the Movie Time Social Learning Method on the Emotional Inferencing Skills in an Adult with Autism Spectrum Disorder"]}]}],"canonical_facts":{"dc:contributor":["Katherine Belardi","Lori Marra","Heather Rusiewicz"],"dc:creator":["Reade, Jenna"],"dc:date.available":["2018-08-11T07:00:00Z"],"dc:description.abstract":["Individuals with autism spectrum disorder (ASD) have difficulty finding employment and maintaining social relationships. Professional and personal interactions require individuals to make inferences, or read between the lines. Inferencing is a challenge for individuals with ASD because it requires complex information processing. More specifically, it involves the integration of cognitive and linguistic information. There is a lack of research using complex stimuli to treat inferencing. An A-B-A-B design with one adult with ASD was used to examine the effectiveness of a movie-based method, Movie Time Social Learning(Vagin, 2012), on improving the emotional inferencing skills of one young adult with ASD. The participant answered factual and emotional inference questions about short Disneyand Pixarmovie clips. Visual supports, explicit teaching, and scaffolding as described in Movie Time Social Learningwere used during the treatment phases to teach the participant how to make inferences. Social validity results suggest the participant enjoyed the use of Movie Time Social Learning; however, post-test results and visual analysis of the data suggest there may be other factors that influenced the emotional inferencing skills. The current study may inform clinicians about treating emotional inferencing using movies and the external supports from the Movie Time Social Learning method (2012).
"],"dc:identifier":["https://dsc.duq.edu/etd/1471"],"dc:language":["English"],"dc:subject":["autism","ASD","autism spectrum disorder","inferencing","emotional inferencing","Movie Time Social Learning","Speech Pathology and Audiology"],"dc:title":["The Effect of the Movie Time Social Learning Method on the Emotional Inferencing Skills in an Adult with Autism Spectrum Disorder"],"thesis:degree_discipline":["Speech-Language Pathology (SLP)"],"thesis:degree_level":["Immediate Access"],"thesis:degree_name":["MS"]},"updated_at":"2026-07-24T02:10:43Z"}