Autism & Video Modeling
Autism & Video Modeling
Video Modeling is an effective and easy way to teach children with autism spectrum disorders new skills. Social, communication & language skills that can be taught through video modeling include:
- Receptive Language
- Spoken Language
- Academic and Functional Skills
- Daily Living Skills
- Social Interaction Behaviors
- Social Initiations
- Play Skills
- Perception of Emotions in Others
- Perspective Taking
- Spontaneous Requesting
The research supporting the use of video modeling is extensive and the science behind its effectiveness is strong. In numerous studies, including decades of scientific research, video modeling has been shown to be one of the most effective methods for teaching social skills and target behaviors to children with autism. Additionally, video modeling can teach these target behaviors very quickly compared to other methods, and typically the learned behavior is "generalized," (i.e., the child is able to exhibit the behavior in real-life situations that are similar to the video modeling scenario). Video modeling also has the proven ability to decrease problem behaviors, including aggression, tantrums and other off-task activities.
Why Does Video Modeling Work?
There are several key characteristics of children with autism that favor the use of video modeling over other learning techniques. A study entitled Video Modeling: Why Does It Work for Children with Autism? (Corbett & Abdullah, 2005) lists these key characteristics:
over-selective attention (making them very prone to distraction)
restricted field of focus
preference for visual stimuli and visually cued instruction
avoidance of face-to-face interactions
ability to process visual information more readily than verbal information
Because they can be replayed over and over as needed without additional cost, videos have been in use as a teaching tool almost since the advent of motion picture technology. The same entertainment appeal that videos hold for mainstream children applies also to autistic children--only much more so. Since children with autism respond more readily to visual cues, videos and television have a more powerful effect on them. Videos are more motivating and provide more positive reinforcement to autistic children.
Below is a partial list of research studies culled from academic journals and other sources, showing how video modeling has been used to teach children with autism a range of positive behaviors and social skills. Following that list are the abstracts for each study:
Research Studies Demonstrating the Effectiveness of Video Modeling (Partial Listing)
Bellini, S., Akullian, J., & Hopf, A. (2007). Increasing Social Engagement in Young Children with Autism Spectrum Disorders Using Video Self-Modeling. School Psychology Review: Volume 36, Issue No. 1.
Charlop-Christy, M.H., & Daneshvar, S. (2003). Using Video Modeling to Teach Perspective Taking to Children with Autism. Journal of Positive Behavior Interventions: Volume 5, Issue No. 1, pp. 12-21.
Charlop-Christy, M.H., Le, L., & Freeman, K.A. (2000). A Comparison of Video Modeling with In Vivo Modeling for Teaching Children with Autism. Journal of Autism and Developmental Disorders: Volume 30, Issue No. 6, pp. 537-552.
Corbett, B.A. (2003). Video Modeling: A Window into the World of Autism. The Behavior Analyst Today: Volume 4, Issue No. 3.
Corbett, B.A. & Abdullah, M. (2005) Video Modeling: Why Does It Work for Children with Autism? Journal of Early and Intensive Behavior Intervention: Volume 2, Issue No. 1, pp. 2-8.
D'Ateno, P., Mangiapanello, K., & Taylor, B. A. (2003). Using Video Modeling to Teach Complex Play Sequences to a Preschooler with Autism. Journal of Positive Behavior Interventions: Volume 5, Issue No. 1, pp. 5-11.
Goldsmith, T.R. & LeBlanc, L.A. (2004) Use of Technology in Interventions for Children with Autism. Journal of Early and Intensive Behavioral Intervention:Volume 1, Issue No. 2, pp. 166-178.
Hine, J.F. & Wolery, M. (2006). Using Point-of-View Video Modeling to Teach Play to Preschoolers with Autism. Topics in Early Childhood Special Education: Volume 26, Issue No. 2, pp. 83–93.
Smith, C., Williamson, R. & Siegel-Robertson, J. (2005). Implementing Technology to Teach Social Skills to Students with Multiple High-Incidence Disabilities. Unpublished University of Memphis research study, 11 pp.
Wert, B. Y., & Neisworth, J. T. (2003). Effects of Video Self-Modeling on Spontaneous Requesting in Children with Autism. Journal of Positive Behavior Interventions: Volume 5, Issue No. 1, pp. 30-34.
Williams, C., Wright, B., Callaghan, G., & Coughlan, B. (2002). Do Children with Autism Learn to Read More Readily by Computer Assisted Instruction or Traditional Book Methods? Journal of Autism and Developmental Disabilities, Volume 6, pp. 71-91.
Research Study Abstracts (Listed by Name of Primary Author)
Increasing Social Engagement in Young Children with Autism Spectrum Disorders Using Video Self-Modeling (Bellini, et al., 2007) An emerging body of research demonstrates the effectiveness of video self-modeling (VSM) in addressing social, communication, and behavioral functioning of children with autism spectrum disorders. The primary purpose of this study was to examine the benefits of a VSM intervention in increasing the social engagement of young children with autism spectrum disorders. The study expands previous research on VSM by measuring social interactions with same-aged peers in a natural setting rather than with adults in a controlled clinical setting. Intervention and maintenance effects were measured in addition to the social validity of the VSM procedure. The results of the VSM intervention are provided, and implications for practice and future research are discussed.
Using Video Modeling to Teach Perspective Taking to Children with Autism (Charlop-Christy, et al., 2003) Perspective taking refers to the ability to determine mental states of others in order to explain or predict behavior. In typically developing children, this skill appears around age 4 years (Baron-Cohen, Leslie, & Frith, 1985), but it is delayed or absent in children with autism. In the present study, video modeling was used to teach perspective taking to three children with autism. A multiple-baseline design across children and within child across tasks was used to assess learning. Generalization across untrained similar stimuli was also assessed. Video modeling was a fast and effective tool for teaching perspective-taking tasks to children with autism, resulting in both stimulus and response generalization. These results concurred with previous research that perspective taking can be taught. Unlike other studies, however, wider ranges of generalization were found.
A Comparison of Video Modeling with In Vivo Modeling for Teaching Children with Autism (Charlop-Christy, et al., 2000) The present study was designed to compare the effectiveness of video modeling with in vivo modeling for teaching developmental skills to children with autism. A multiple baseline design across five children and within child across the two modeling conditions (video and in vivo) and across tasks was used. Each child was presented two similar tasks from his or her curriculum; one task was used for the video condition, while the other was used for the in vivo condition. Video modeling consisted of each child watching a videotape of models performing the target behavior, whereas in vivo modeling consisted of the children observing live models perform the target behavior. After the observations, children were tested for acquisition and generalization of target behaviors. Results suggest that video modeling led to faster acquisition of tasks than in vivo modeling and was effective in promoting generalization. Results are discussed in terms of video modeling's motivating and attention maintaining qualities.
Video Modeling: A Window into the World of Autism (Corbett, 2003) Video modeling is a well-validated behavioral intervention documented in the behavioral sciences. The methodology appears particularly beneficial for children with autism. The underlying theoretical explanations are posited and discussed. A single case study is presented using video modeling to improve the perception of emotion in a child with autism and mild mental retardation. The subject was shown a series of video tapes of typically developing children engaged in a variety of play and social scenarios showing four basic emotions: happy, sad, angry and afraid. The preliminary results, based on behavioral and neuropsychological data, demonstrated video modeling to be an efficacious intervention for the attainment and generalization of emotion perception. The acquisition of skills using video modeling is often very rapid compared to other methods of intervention and requires limited time and personal resources to implement. The skill is then maintained with careful behavioral programming, which includes stable attainment of mastery and built-in generalization conditions (e.g., multiple exemplars). Further, video modeling appears to be particularly useful in eliciting generalized responses across behaviors and stimuli that is corroborated by improvement on neuropsychological instruments. Implications for current and future research are discussed.
Video Modeling: Why Does It Work for Children with Autism? (Corbett, et al., 2005) Video modeling is a well-validated intervention documented in the behavioral sciences. It has been used to target a variety of behaviors across many areas of functioning including language, social behavior, play, academics and adaptive skills. The methodology appears particularly efficacious for children with autism. In this review of research applications of video modeling, we explore several plausible explanations that contribute to the unique benefits of television/video methodology. We discuss the specific characteristics of autism that may provide a rationale for using visually cued instruction that restricts the field of focus while not imposing too much demand on social attention or interaction. The unique aspects of video presentation are presented within a social learning context (Bandura, 1977, 1986). We also discuss additional explanations pertaining to the features video offers, such a restricted field of focus, repetitive presentation of models and situations, and a context that is typically associated with recreation and is thus viewed with greater receptivity and motivation.
Using Video Modeling to Teach Complex Play Sequences to a Preschooler with Autism (D’Ateno, et al., 2003) The identification of efficient teaching procedures to address deficits in imaginative play skills, which are commonly seen in children with autism, is a challenge for professionals who are designing treatment programs. In the present study, video modeling was used to teach play skills to a preschool child with autism. Videotaped play sequences included both verbal and motor responses. A multiple-baseline procedure across three response categories (having a tea party, shopping, and baking) was implemented to demonstrate experimental control. No experimenter-implemented reinforcement or correction procedures were used during the intervention. Results indicated that the video modeling intervention led to the rapid acquisition of both verbal and motor responses for all play sequences. This procedure was shown to be an efficient technique for teaching relatively long sequences of responses in relatively few teaching sessions in the absence of chaining procedures. In addition, the complex sequences of verbal and motor responses were acquired without the use of error-correction procedures or explicit experimenter-implemented reinforcement contingencies.