The Effectiveness of Point-of-View Video Modeling as a Social Skills Intervention for Children with Autism Spectrum Disorders

Abstract

Distinguishing characteristics of individuals with autism spectrum disorder (ASD) are deficits in social communication and interaction. Point-of-view video modeling has the potential to address these deficits. Therefore, the literature review investigated research targeting social skills through the application of point-of-view video modeling. Both electronic and ancestral searches of the literature yielded five pertinent studies, which included research conducted from 2006 to 2012, and included participants between the ages of 2 and 8 years of age. The limited number of studies which addressed this area provided inconclusive results. Consequently, there continues to be unanswered questions, which include investigating necessary prerequisite skills, video priming and prompting, length of video models, and how both generalization and maintenance of social skills can be enhanced.

The Effectiveness of a Packaged Intervention Including Point-of-View Video Modeling in Teaching Social Initiation Skills to Children With Autism Spectrum Disorders

“…A comprehensive review of the literature conducted by Lee (2015) found the application of point-of-view VM to teach social interaction and communication to be limited, but promising. Hine and Wolery (2006) investigated whether point-of-view VM could be used to teach appropriate play with two toy sets (i.e., gardening and cooking) containing various items.…”

Development of Soft Skills Education in Non-Formal Education to Indonesian Society

“…According to Walker [21], social skills are a set of competencies that: a) allow an individual to initiate and maintain positive social relationships, b) contribute to peer acceptance and to a satisfactory school adjustment, and c) allow an individual to cope effectively with the larger social environment.…”

Model Teachers or Model Students? A Comparison of Video Modelling Interventions for Improving Reading Fluency and Comprehension in Children with Autism

“…A third limitation occurred due to the individualised nature of the FFVSM intervention, which meant it was not possible to control some confounding variables across participants, including the length of the video, and the speed of words read correctly per minute during the self-model. A literature review discussed that video length may affect the level of attending for individuals with ASD (Lee, 2015 ), but suggested more research is required to explain these findings. Video models were also only watched once per session during the present research; although this was adequate for producing improvements for some participants, research has shown that multiple viewings may be more beneficial for students with ASD (Wert & Neisworth, 2003 ; Wang & Koyama, 2014 ).…”