What is Video Self-Modeling?

Video self-modeling is a procedure that involves observing oneself on videotape engaging in an adaptive behavior. Videos are edited to provide the visual image of an individual performing the desired skill. The videos are used as supportive tools to change the frequency or quality of the behaviours. Only adaptive or desired behaviors are shown to the individual. This type of intervention is being used more frequently to increase the behaviour and academic skills of individuals with special learning needs.

The videos can be used to teach academic, behavioural and functional skills in the classroom. Videos have been used to address maladaptive behaviors, to encourage language responses, to develop academic skills - such as math competency and reading fluency, and to deter disruptive classroom behaviors.

Click on the video below to see view an introduction to video self modeling:

What are the components of video self-modeling?

The videos are short, often 2-3 minutes in length. The individual should review the video for at least 2-3 weeks on a regular basis. Teachers and other professionals should continuously monitor the individual's reactions and progress with the video. The videos can then be modified accordingly to fit the student's program goals.

What has research indicated about the effectiveness of video-self-modeling in school-based settings?

Social learning theories have provided the framework for the development of video self-modeling in the clinical setting. Having individuals watch themselves on video performing the desired skill may increase their beliefs in their capabilities, while at the same time providing concrete and visual information about the desired skill. To date, moderate to strong outcomes have suggested that video self-modeling is an effective intervention tool for communication, behavior, and academic performance in school settings; however, more research is needed to determine the ages and developmental levels of children that may benefit from this strategy as well as the cognitive, social, and adaptive skills that can be taught through video self-modeling.

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. 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 children with autism.

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.

Highlighted Research Studies Demonstrating the Effectiveness of Video Modeling with Children:

• 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.

An excellent book to introduce staff, students and families to video-modelling is Seeing is Believing: Video Self-Modeling for People with Autism and Other Developmental Disabilities. For further information, please click on the picture below.

For great off-the-shelf video modeling materials visit the Model Me Kids Website by clicking on the link below:

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