By Dawn M. Denton
This issue of NASET’s Autism Spectrum Disorder series was written by Dawn Denton. The paper examines four journal articles reporting on the efficacy of video modeling designed to help individuals with Autism Spectrum Disorder in acquiring new social skills. Different types of video modeling were explored in the articles, and several factors affecting outcomes were discovered. While the articles point to an overall positive effect on individuals’ social interactions, weaknesses of the research and limitations of the practice of video modeling are discussed.
Abstract
This paper examines four journal articles reporting on the efficacy of video modeling designed to help individuals with Autism Spectrum Disorder in acquiring new social skills. Different types of video modeling were explored in the articles, and several factors affecting outcomes were discovered. While the articles point to an overall positive effect on individuals’ social interactions, weaknesses of the research and limitations of the practice of video modeling are discussed.
One of the defining criteria that separates individuals with Autism Spectrum Disorder (ASD) from typically developing individuals is a deficit in social communication (Bellini, Akullian, & Hopf, 2007; Kouo, 2018; Wang, Cui, & Parrila, 2011). Wang et al. (2011) point out that many students with ASD are being placed in inclusive settings, but their social skills deficits can stand in the way of their success in such settings. One evidence-based practice used to help students improve in the area of social interactions is video modeling (VM). Video modeling involves playing a video for an individual with ASD in which someone exhibits the use of a target behavior, and then providing the individual with the opportunity to practice that target behavior (Barnett, 2018; Bellini et al., 2007; Kouo, 2018; Wang et al., 2011). Several types of VM exist, including peer-modeling, adult-modeling, point-of-view modeling (POV VM) and video self-modeling (VSM) (Kouo, 2018). This review specifically examines VM (non-specified), POV VM and VSM.
The articles reviewed include: “Three Evidence-Based Strategies that Support Social Skills and Play Among Young Children with Autism Spectrum Disorders”, “Increasing Social Engagement in Young Children with Autism Spectrum Disorders Using Video Self-Modeling”, “The Effectiveness of a Packaged Intervention Including Point-of-View Video Modeling in Teaching Social Initiation Skills to Children with Autism Spectrum Disorders” and “Examining the Effectiveness of Peer-Mediated and Video-Modeling Social Skills Interventions for Children with Autism Spectrum Disorders: A Meta-Analysis in Single-Case Research Using HLM”. These articles were located by using search engines including Educational Resources Information Center (ERIC) and Google Scholar, as well as the online library search engine on Florida International University’s library website.
Review of Literature
Types of Video Modeling Examined
As mentioned above, the focus of the articles reviewed is limited to unspecified VM, VSM and POV VM. While there are variations in how videos are produced and who the subjects are, Barnett (2018) and Bellini et al. (2007) emphasize that videos used in VM are short, usually kept under four minutes in length. They also point out that the filming of the target behavior helps to reduce external stimuli that may otherwise distract learners. Implementation of such practices should occur in a student’s natural setting to provide an authentic learning experience and to support the generalization of skills (Barnett, 2018; Bellini et al., 2007).
Video self-modeling occurs when the individual with ASD is filmed exhibiting the target behavior successfully and is shown the video later to reinforce the skill. The student is then given the opportunity to practice the behavior (Barnett, 2018; Bellini et al., 2007). This technique was found to be most effective for individuals who like seeing themselves in videos and who already exhibited a preference for visual learning methods. Research also suggests that students maintained skills acquired through VSM and transferred those skills to other settings (Bellini et al., 2007).
Point-of-view VM is conducted by using a camera in a manner that allows the learner to see the social scenario only from his or her point of view, as opposed to using an omniscient point of view, thus eliminating extraneous factors (Kouo, 2018). Kouo’s research (2018) admittedly did not occur in the subjects’ classroom (perhaps a more natural setting), but in an intervention room. It is interesting to note that the skills acquired through the intervention phase of the POV VM technique were not maintained as well as hoped for once interventions had concluded.
Ages of Participants
Research results examined by Barnett (2018), Bellini et al. (2007) and Kouo (2018) point to an overall high level of efficacy of VM when used with preschool-aged students, as well as those in primary grades. Wang et al. (2011), however, conducted a meta-analysis of thirteen papers, including one study of students between the ages of ten and fifteen. In doing so, it was discovered that the effectiveness of VM was not as high for older students. This data gives reinforcement to the ideology that the earlier interventions are provided to individuals with ASD, the better (Bellini et al., 2007; Wang et al., 2011), although more research about the efficacy of VM for older learners is still needed.
Implications for Future Research
The sampling of the participants in the articles reviewed was not as randomized as one would hope if trying to generalize VM efficacy data. Research on multiple age brackets would be helpful to determine the extent of the benefits of VM in the future. However, evidence from these four articles suggests that VM is deserving of the title of evidence-based practice for improving social skills, at least regarding use with young children.
References
Barnett, J. H. (2018). Three Evidence-Based Strategies that Support Social Skills and Play Among Young Children with Autism Spectrum Disorders. Early Childhood Education Journal, 46(6), 665–672. doi: 10.1007/s10643-018-0911-0
Bellini, S., Akullian, J., & Hopf, A. (2007). Increasing Social Engagement in Young Children with Autism Spectrum Disorders Using Video Self-Modeling. School Psychology Review, 36(1), 80–90. Retrieved from eds.a.ebscohost.com.ezproxy.fiu.edu/eds/pdfviewer/pdfviewer
Kouo, J. L. (2018). The Effectiveness of a Packaged Intervention Including Point-of-View Video Modeling in Teaching Social Initiation Skills to Children With Autism Spectrum Disorders. Focus on Autism and Other Developmental Disabilities, 34(3), 141–152. doi: 10.1177/1088357618815887
Wang, S.-Y., Cui, Y., & Parrila, R. (2011). Examining the Effectiveness of Peer-Mediated and Video-Modeling Social Skills Interventions for Children With Autism Spectrum Disorders: A Meta-Analysis in Single-Case Research Using HLM. Research in Autism Spectrum Disorders, 5(1), 562–569. doi: 10.1016/j.rasd.2010.06.023