Effectiveness of Video Modeling Provided by Mothers in Teaching Play Skills to Children with Autism

Abstract

Video modeling is an evidence-based practice that can be used to provide instruction to individuals with autism. Studies show that this instructional practice is effective in teaching many types of skills such as selfhelp skills, social skills, and academic skills. However, in previous studies, videos used in the video modeling process were prepared and implemented by researchers and teachers. However, it is important to train family members on how to prepare video recordings and how to implement video modeling with treatment integrity. This study examines whether mothers of children with autism can learn to prepare video recordings and implement video modeling with treatment integrity, and whether such video modeling is effective in teaching a play skill to the children. The play skill to be taught was building a model train using Lego bricks. The study was conducted with the participation of three boys with autism, ages 4–6 years, and their mothers, and a multiple probe design across participants was used. Results of the study showed that mothers were able to implement video modeling with high treatment integrity. All the children who participated in the study were able to learn the target skill, maintain their learning, and generalize to non-teaching conditions. Results also showed that the intervention had an acceptable level of social validity.