A Visually Based Intervention for Children with Autism Spectrum Disorder

Abstract

Visually based interventions such as video modeling have been demonstrated to be effective with students with autism spectrum disorder. This approach has wide utility, is appropriate for use with students of a range of ages and abilities, promotes independent functioning, and can be used to address numerous learner objectives, including behavioral, self-help, communication, and social objectives. What are the components of video modeling? What's the best way to implement video modeling with students? Do the techniques differ for students of different ages and abilities?Recently, the number of people diagnosed with autism spectrum disorder (ASD) has increased drastically, most recently as common as 1 in 91 (Kogan et al., 2009), although impacts range from severe to mild impairment (Rice et al., 2007). ASD is common across races, ethnicities, and social groups and is four times more common in boys than in girls (Rice et al., 2007). Further, ASD, particularly in those with moderate or severe autism, often cooccurs with developmental delays, emotional and behavioral disorders, and attention deficits (Kogan et al., 2009). According to current legislation (i.e., No Child Left Behind Act of 2001, Individuals With Disabilities Education Act), instructional strategies used in classrooms must be scientifically research-based (Simpson, Myles, & Ganz, 2008). Visually based instruction such as video modeling, a researchsupported intervention, may be more appropriate and effective than other approaches for students with ASD for a number of reasons (Bellini & Akullian, 2007;Delano, 2007b).

Video modeling and Test of Gross Motor Development-3 performance among children with autism spectrum disorder

“…First, it is possible that the present study's specific video modeling strategies were not effective and/or did not provide participants with ASD with enough information. While past studies' recommendations were used in the creation of the present study's video modeling procedures (Bellini & Akullian, 2007;Ganz, Earles-Vollrath, & Cook, 2011;McCoy & Hermarisen, 2007;Shukla-Mehta et al, 2010;Wilson, 2013), small differences within duration of videos, overall presentation, and/or the general research field may have caused video modeling to be less effective within motor assessment settings. For example, previous studies have suggested video clip lengths of 3-5 minutes and multiple viewings and/or sessions for social, behavioral, communicative and play skills (Bellini & Akullian, 2007;Shukla-Mehta et al, 2010), with effective interventions using videos as short as 30 seconds (Bellini & Akullian, 2007).…”

“…In summary, the effect of video modeling on motor skill assessment performance for children with ASD remains inconclusive. Although there is a variety of literature that provides evidence-based recommendations for creating video modeling interventions in academic, social and behavioral fields of research (Bellini & Akullian, 2007;Ganz et al, 2011;Shukla-Mehta et al, 2010;Wilson, 2013), and recent suggestion-based papers suggest for the use of video modeling in physical education and assessment (Case & Yun, 2015;Obrusnikova & Rattigan, 2016), there are currently no studies that empirically support the use of video modeling strategies to improve motor skills among children with ASD. It is therefore the recommendation of these authors that present and future studies examining video modeling within motor assessment and physical education are offered in the literature, regardless of the outcome, with detailed accounts of the included methodology.…”

Introducing visual schedules for students with autism spectrum disorder to facilitate transitions within the school setting

“…Особе с аутизмом су успешније у перципирању и обради визуелних него аудитивних стимулуса (Cohen, 1998;Ganz et al, 2011;Hodgon, 1995). У складу с тим сазнањима приступи у раду с особама с аутизмом врло се често базирају на визуелним стратегијама.…”

Using Photos and Visual-Processing Assistive Technologies to Develop Self-Expression and Interpersonal Communication of Adolescents with Asperger Syndrome (AS)

“…People with AS are considered to have a good visual perception (Ganz et al, 2011;Rao & Gagie, 2006,) and generally find processing visual cues easier than verbal cues (Hume et al, 2009). Our study shows that the use of photos through projector or Picasa and use of video clips encourages and helps develop a class discussion.…”

“…Because many students with AS are described as visual learners (Ganz, Earles-Vollrath, & Cook, 2011;Rao & Gagie, 2006) they tend to show improved response to information presented visually. By using a student's visual processing strength, these strategies can help decrease reliance on areas of deficits, such as auditory processing and communication.…”