Video modeling: A window into the world of autism.

Abstract

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. Keywords: autism, video modeling, behavioral treatment ********** Autism is a severe neurodevelopmental disorder characterized by qualitative impairment before the age of three in verbal and nonverbal communication, reciprocal social interaction, and a markedly restricted repertoire of activities and interests (American Psychiatric Association, 1994). There is substantial evidence that children with autism show benefit from early-intervention behavioral techniques (e.g., Birnbrauer & Leach, 1993; Harris et al., 1991; Lovaas, 1987). Various programs have been formulated to instruct care providers on the application of behavioral methodology for children with autism, such as an intensive applied behavior analysis (ABA) program (Lovaas, 1981; Maurice, 1996). The disadvantage of an intensive ABA program is the extraordinary time commitment and financial burden to implement the program. Observational Learning: Much of human learning occurs vicariously by simply watching others. Bandura's social learning theory (1977) emphasizes the role of observational learning and incorporates the concept of behavioral modeling. Observational learning refers to the cognitive and behavioral change that occurs as a result of observing others engaged in similar actions (Bandura, 1986). Modeling is defined as the process by which an individual or model demonstrates behavior that can be imitated. The modeled behavior can be presented in vivo (live), recorded (e.g. filmed, videotaped), or imagined. In observational learning there are four factors that mediate the process: attentional, retentional, production and motivational (Bandura, 1986). The attentional processes refer to the initial act of attending to and accurately perceiving an event. The retentional process requires the capacity of the learner to symbolically process the modeled behavior in memory via verbal encoding and visual imagery. The retention of material is enhanced through concurrent visual monitoring, cognitive rehearsal, and behavioral reproduction (Carroll & Bandura, 1986). The Production processes occur when the learner accurately reproduces and rehearses the modeled behavior. In other words, the capacity to perform the rudimentary elements of the task must be within the child's repertoire. Lastly, the motivational process refers to learning that occurs in the presence of reinforcement. Early studies with children with autism show that they often do not naturally learn through observation and thus must be taught to imitate and learn this basic skill (Baer et al., 1967; Varni et al. …