Video modeling is an instructional technique where a video is used to demonstrate a particular skill or activity. Video modeling has been effectively used with individuals who have autism. The following list is a brief summary of skills researchers have taught individuals with autism using video models.
Video Models can be effectively used to:
- increase conversational speech (Charlop & Milstein, 1989; Sherer et al., 2001)
- generalize shopping skills (Haring, Kennedy, Adams, & Pitts-Conway, 1987)
- teach communication and social skills (Kimball, Kinney, Taylor, & Stromer, 2004)
- teaching social behaviors (e.g. complement giving) particularly when followed by additional practice, prompts, and role playing for high functioning ASD (Apple, Billingsley, & Schwartz, 2005)
- teach play skills (motor and verbal) –without prompting, correction, or reinforcement from adults (D’Ateno, Manigiapanello, & Taylor, 2003) and increase play-related statements towards siblings (Taylor, Levin, & Jasper, 1999)
- teach perspective taking (the ability to determine the mental states of others) (Charlop-Christy & Daneshvar, 2003)
- increasing spontaneous requesting (Wert & Neisworth, 2003)
When I taught children with autism in the public school setting, I used video models to teach my students classroom routines such as, what to do in a fire drill, how to take the attendance to the office, and how to wash your hands. I have also used video models with my own children to teach the steps for toileting and to demonstrate learning and play activities.
Consider creating a video model to teach your child or student a missing skill. With current recording technology, videos models are easy to create and show to children. For further reading on video modeling, consider the following books:
Apple, A. L., Billingsley, F., & Schwartz, I. S. (2005). Effects of video modeling alone and with self-management on compliment-giving behaviors of children with high-functioning ASD. Journal of Positive Behavior Interventions, 7, 33-46.
Charlop, M. H., & Milstein, J. P. (1989). Teaching autistic children conversational speech using video modeling. Journal of Applied Behavioral Analysis, 22, 275-285.
Charlop-Christy, M. H., & Daneshvar, S. (2003). Using video modeling to teach perspective taking to children with autism. Journal of Positive Behavior Interventions, 5, 12-21.
D’Ateno, P., Manigiapanello, K., & Taylor, B. A. (2003). Using video modeling to teach complex play sequences to a preschooler with autism. Journal of Positive Behavior Interventions, 5, 5-11.
Haring, T. G., Kennedy, C. H., Adams, M. J., & Pitts-Conway, V. (1987). Teaching generalization of purchasing skills across community settings to autistic youth using videotape modeling. Journal of Applied Behavior Analysis, 20, 89-96.
Kimball, J. W., Kinney, E. M., Taylor, B. A., & Stromer, R. (2004). Video enhanced activity schedules for children with autism: A promising package for teaching social skills. Education and Treatment of Children, 27(3), 280-298.
Taylor, B. A., Levin, L., & Jasper, S. (1999). Increasing play-related statements in children with autism toward their siblings: Effects of video modeling. Journal of Developmental and Physical Disabilities, 11, 253-264.
Wert, B. Y., & Neisworth, J. T. (2003). Effects of video self-modeling on spontaneous requesting in children with autism. Journal of Positive Behavior Interventions, 5, 30-34.