A Systematic Review of Single-Case Research Studies on Using Video Modeling Interventions to Improve Social Communication Skills for Individuals With Autism Spectrum Disorder

Abstract

The estimated prevalence of autism spectrum disorder (ASD) in the United States is one in 68 children (Centers for Disease Control and Prevention, 2014). Thus, it is likely that special educators and practitioners will have children with ASD in their classrooms or on their caseloads. Furthermore, the Individuals With Disabilities Education Improvement Act (2004, Public Law 108-446) requires that service providers use "scientifically based practices" with children with disabilities including ASD. Part C of this act mandates "that appropriate early intervention services based on scientifically based research, to the extent practicable, are available to all infants and toddlers with disabilities and their families. .. " (20 U.S.C. 1435(a) (2)). The No Child Left Behind Act (2002) also mandates the use of evidence-based practices (EBPs). Thus, special educators are obliged to use evidencebased interventions with children with ASD.

Power of a randomization test in a single case multiple baseline AB design

“…Although the kind of research questions involved in single case designs often differ from multiple case designs, single case designs may be viable alternatives for ordinary randomized trial designs when the number of participants is small, normality and homogeneity of variance assumptions are not warranted, or the sample is not random [6]. They are used in a clinical setting to evaluate the effect of a certain intervention on a small group of patients [7][8][9], but also in an educational context to test whether a manipulation can help students [10][11][12].…”

Technology-Aided Interventions for Individuals With Autism: Implications for Policy and Practice

“…A more recent meta-analysis (Qi, Barton, Collier, & Lin, 2018) examined the effects of VM on the development of social-communication skills among people with ASD; 18 studies met the inclusion criteria. Again, the majority of participants were preschool- and elementary-aged children.…”

Video modelling interventions improve social communication skills for individuals with Autism Spectrum Disorder

“…The need for accessible evidence‐based interventions to support skill generalisation across settings for children with autism spectrum disorder has prompted wide research into the use of video modelling (Fragale, ; Qi, Barton, Collier & Lin, ). Video modelling stems from Bandura's () social learning theory, which posits observational learning through modelling has a profound impact on children's skill development.…”

“…Video modelling stems from Bandura's () social learning theory, which posits observational learning through modelling has a profound impact on children's skill development. Video modelling, where individuals watch footage of themselves (self‐modelling) or others (pre‐taped modelling) demonstrating desired target behaviours, and discussing the behaviours, has been used with the aim to improve the social, communication and play skills of children with ASD (Fragale; Qi et al .).…”

“…The systematic review by Qi et al . () evaluated the current evidence for single‐case research using video modelling interventions to improve the social communication skills of individuals with ASD, concluding there was sufficient evidence to classify video modelling interventions as evidence‐based practice. While not without methodological limitations, this systematic review is supported by the findings of three meta‐analyses containing a total of 78 single case research design studies (Bellini & Akullian, ; Mason, Ganz, Park, Burke & Camargo, ; Wang, Cui & Parrila, ) and a systematic review of 22 studies (Fragale, ).…”