Video Modeling for Individuals with Autism: A Review of Model Types and Effects

Abstract

Abstract Efficacy research on video modeling as an instructional approach for individuals with autism has been found to be a promising area for teachers and researchers. Over the last three decades the literature has shown successful use of video modeling for teaching a variety of social, academic, and functional skills. The purpose of this literature review is to describe one specific aspect of video modeling, namely, to examine video modeling studies from the perspective of the impact of the model. To this end studies have been categorized as models using adults, peers, self, point-of-view, and mixed model approaches. Descriptive summaries and analyses of outcomes are provided for each study. ********** As a group, individuals with autism appear to have strengths processing visual stimuli (Bryan & Gast, 2000; Hodgdon, 1995) resulting in many instructional strategies comprised of a heavy emphasis on visual cues; for example, PECS, Social Stories, and individualized multimedia activity schedules (Bondy & Frost, 1994; Charlop-Christy, Carpenter, Le, LeBlanc, & Kellet, 2002; Gray & Garand, 1993; Kimball, Kinney, Taylor, & Stromer, 2003). Instructional modeling, teacher demonstration of expected behaviors or skills, complements the visual strengths of students with autism. Video modeling is a behavioral technique that uses videotapes rather than live scenarios for the child to observe, thus allowing the focus of attention to be concentrated on the stimulus tape. Video modeling is the procedure of videotaping targeted behaviors in order to expand the learner's capability to memorize, imitate, and generalize or adapt targeted behaviors (Hitchcock, Dowrick, & Prater, 2003; Neumann, 2004). Videos can be developed to be used instructionally to emphasize salient social cues, specific social and communicative behavior, and sequences for task completion (Quill, 2000). Video modeling is particulalty effective in ABA programs in teaching behaviors to children with autism (Nikopoulos & Keenan, 2006). Video technology is one facet of positive behavior supports for individuals with disabilities (Sturmey, 2003). In part, the popularity of video modeling is a result of teachers' needs to find effective approaches to meet the instructional characteristics of children with autism. Video modeling is innately appealing to instructors who find live modeling to be very time consuming. Charlop-Christy, Le, and Freeman (2000) found that video modeling resulted in quicker rates of acquisition and increases in generalization in comparison to live modeling. Video modeling is also more cost efficient and requires less time for training and implementation than in vivo (live) modeling (Graetz, Mastropieri, & Scruggs, 2006). Once the tape is created, the video can be used repeatedly and teachers can assign the instruction to paraprofessionals with the confidence that the lesson will be delivered in a standardized manner (Ayres & Langone, 2005). Additional benefits to video modeling include an increased ability to gain and hold the student's attention as well as the ability to have complete control over the observed stimuli (Dorwrick, 1991). Video modeling has theoretical roots in the social learning theory work of Bandura (1969), which called attention to the ability to learn through observation. Observing or watching the consequences of behaviors exhibited by others can vicariously serve to reinforce or punish the viewer. If an individual sees that others in the class receive praise for starting their work immediately upon request, the individual's likelihood of starting work immediately upon request increases to the degree that the praise is a reinforcer. Principles of social learning theory contribute to the effectiveness of video modeling (Aspy & Grossman, 2007). Most individuals with autism do not engage in incidental learning to instinctively gather information from their environment. …