Video Self-Modeling Applications With Students With Autism Spectrum Disorder in a Small Private School Setting

Abstract

Videotaped self-modeling (VSM) Was developed as a means to alloW participants to vieW themselves in situations Where they are performing at a more advanced level than they typically function. VSM has been used effectively to train positive behaviors and reduce unWanted behaviors across a range of ages and behaviors; hoWever, feW studies of VSM have been conducted With students With autism. The present study Was designed to analyze the effects that VSM had on children With autism spectrum disorders across a variety of behaviors, including language, social initiations, tantrums, and aggression. Multiple-baseline designs across students and behaviors Were used to evaluate performance in several substudies. The results indicated that all of the 5 participants exhibited immediate and significant gains and that those gains Were maintained after cessation of treatment. The findings suggest that VSM may constitute a positive behavior change intervention Worthy of consideration for persons With autism.

Teaching Social Initiation Skills to Young Children with Autism Using Video Self-Modeling with Video Feedback

“…Bellini et al [14] and Buggey [16]) that video self-modeling is an effective intervention in improving social initiations. However, as noted in the review by Kabashi and Kaczmarek [20], it is not atypical to use additional strategies in the activity session when video self-modeling alone fails to promote the target behaviors, as was the case with this study.…”

“…The number of independent mands remained high in all three sessions (M=16; range, [12][13][14][15][16][17][18][19][20][21]. He also greeted the peer at the start of each session.…”

“…Video feedback consists of the participant watching non-edited videos of their own behavior and then co-reviewing it with the teacher to evaluate the behavior(s) and to discuss adjustments in future performance [11]. Video self-modeling has proven effective for spontaneous requesting of young children with autism to adults [12], vocal and physical initiations with typical peers in a playground setting [13] and social engagement [14] and social initiations with typical peers [15,16]. Evidence for video feedback has also been demonstrated to improve social initiations of children with autism.…”

Otizmli çocukların eğitiminde yeni eğilimler: videoyla kendine model olma ve etkileri

“…Ayrıca, bireyin kendini videoda izlemesi, videoya dikkatini yöneltmesi ve sürdürmesini artırabilir (Buggey, 2005;Hosford, 1981).…”

The Efficacy of a Video Self-Modeling Intervention on Peer Social Initiation Skills of Children with Autism Spectrum Disorders (ASD)

“…The majority of these explored social initiation skills by measuring physical and vocal initiations to peers (Bellini et Kabashi & Epstein, 2017). One study (Buggey, 2005), however, targeted unsolicited verbalizations to both peers and staff and another (Wert & Neisworth, 2003) investigated spontaneous requesting to adults.…”