There is significant literature demonstrating the effectiveness of video modeling for teaching skills to students with disabilities. Still, much less is known about how video modeling, particularly point-of-view video modeling (POV-VM), might be applied to teach academic skills to children with an autism spectrum disorder. This multiple probe single-case design study used explicit instruction techniques to teach multiplication, division, and fraction skills to two elementary-aged students with an autism spectrum disorder. A visual analysis of the data showed that POV-VM using explicit techniques to deliver the videos is an effective intervention for autistic students This research study adds to the evidence supporting POV-VM in providing instruction to autistic students.

This study evaluated the use of a peer video modeling and prompting intervention used to teach three adults with autism to give a specified verbal and physical response when greeted. This intervention used a six-step task analysis to verify correct completion of the target behavior. At baseline, each of the three participants gave little to no response when greeted but after the video modeling and prompting intervention all three had acquired at least five out of six (83%) of the target behavior steps. Follow-up probes demonstrated that all three of the participants had maintained at least 4 out of 6 (67%) of the targeted steps weeks after the intervention phase had finished. These data suggest that using peer video modeling and prompting to teach social skills to adults with autism can be an effective educational intervention.

The purpose of this study was to determine the effectiveness of a video-based instruction packet as a method of teaching math-based vocational skills delivered through augmented reality to three adults with intellectual disabilities. The dependent variable was the percentage of steps performed correctly to solve each selected type of math problem. The independent variable was the video-based math intervention delivered via augmented reality, which modeled the individual steps for solving three different multi-step math problems: (1) adjusting a recipe to serve a different number of people, (2) calculation of salary, (3) calculation of unit prices. Visual and statistical analysis demonstrated a functional relationship between the video-based math intervention and an increase in the percentage of steps completed correctly for each type of problem. All three participants showed significant gains immediately after receiving the intervention and maintained the learned skills even following the withdrawal of the intervention. Implications for practitioners and further research are discussed.

The purpose of the present research was to address gaps in the video based modeling (VBM) literature through the use of meta-analytic techniques to provide clarity and specificity regarding the practical utility of VBM for participants with disabilities. Two meta-analyses of published single-case VBM research were conducted. Improvement rate difference, an effect size measure, was utilized to analyze the fifty-six single-case studies. The purpose of study one was to determine if differential effects occurred based on the type of model utilized and variations in procedural implementation. In addition, the quality of research was evaluated. The purpose of study two was to determine if participant characteristics, intervention components by participant characteristics, and targeted outcome moderated the effectiveness of video modeling with other as model (VMO). Results of Study One indicated moderate to strong effects for both VMO and video self-modeling, however, when further disaggregated based on type of model utilized, VMO with adult as model demonstrated statistically significant superiority in terms of outcome effects. Results also indicated VBM with reinforcement demonstrated greater effects than when delivered alone or as part of a package. Additionally, the evaluation of quality of research indicated a tendency of the previously published VBM research not to evaluate treatment integrity. Study Two found that age and diagnosis moderate the effectiveness of VMO, although strong effects were found across levels for both moderators. VMO was found to be more effective for elementary age participants and participants with autism spectrum disorders. Additionally, VMO with reinforcement demonstrated statistically significant stronger effects for participants with ASD than when it is delivered alone or as part of a package. However, VMO delivered as part of a package was more potent for participants with developmental disabilities. Considering targeted outcomes, the results indicated strong effects across skill areas, however, VMO was found to be most impactful when utilized to improve play skills versus other measured skills. Implications related to the practical application of VBM for individuals with disabilities particularly in regards to treatment decision making were discussed. Additionally, implications for future research were addressed.

Two experiments were conducted to evaluate the effects of various approaches to training equestrian skills. The purpose of Experiment 1 was to compare an instructional video(s), in combination with verbal instruction, to verbal instruction alone on the percentage of horseback riding and safety errors made among beginner trail riders. An analysis of the overall percentage of steps completed independently revealed significant differences between instructional conditions that favored the use of video. Experiment 2 involved more experienced riders and more sophisticated equitation skills. Specifically, it examined whether a training package would decrease the percentage of jumping equitation errors among riders training in the sport of eventing. Using a multiple baseline across participants design, a training package was evaluated which entailed written feedback and video footage of the lesson from the trainer's point of view in addition to standard instruction. The findings of this study are inconclusive. The overall performance of riders through a six jump course was highly variable from week to week, regardless of the type of instruction utilized during lessons. Although several jumping equitation skills were never problematic for riders, no other skills routinely improved. Limitations and future studies are discussed.

Maintenance of staff training continues to be problematic at agencies that serve individuals with developmental disabilities, due to high client to staff ratios, staff turnover and lack of time and resources for training. The purpose of this study was to find a refresher method that staff could independently access that would be effective, as well as convenient and non-aversive. Seven staff participants at a day program for adults with developmental disabilities were trained on two client intervention plans using a Behavioral Skills Training (BST) method. Each group was given follow-up training: one group received a video refresher; one utilized flashcards and one served as the control group. All participants increased correct responses after BST training. While all participants also maintained a higher percentage of correct responses after maintenance training, all of the video and one of the flashcard group participants exhibited higher scores in the last few months of the study than did the control group. Participant surveys revealed that the videos were the most preferred method of maintenance training; participants thought they would be most likely to independently access videos over flashcards, if the resources were made available.

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Research conducted on video modeling has shown that these strategies are most effective when they include specific strategies to address conversation skills. Social skills research has also shown that teaching social skills to adolescents in group settings may be more effective than presenting them on an individual basis. Adolescents with Aspergers Syndrome (AS) and High functioning Autism (HFA) participated in a12-week Social Skills Training (SST) program. In addition to pre-and post-study measures, conversation skills data were collected before and after the application of the independent variable (video modeling). Follow-up interviews were also conducted with participants, secondary participants, and parents of the primary participants. After a two-week baseline phase, participants attended weekly social skills training and received the treatment of video modeling with videos found on YouTube. This established pre-existing social and conversation skills and enabled the measurement of changes over the course of the 12 week program. After post intervention data were collected, additional data were collected with participants and secondary participants, neuro-typical peers, as a measure of treatment generalization. This study proposed that presenting social skills videos found on YouTube, would be effective in increasing levels of initiation, responses and conversation skills, thereby increasing communication effectiveness and reducing social rejection by peers. Although some gains in conversational skill levels were observed by most participants in the study significant increases in conversation skill levels were not observed in both ASD only group settings or of the ASD neuro-typical mixed group setting.

Barros et al. (2018) suggested that individuals with a diagnosis of down syndrome (DS) and/or autism spectrum disorder (ASD) face challenges in acquiring adaptive daily living skills (ADLs). As a result, more intensive support may be required to acquire such skills and quality of life (QoL) may be impacted for those individuals and their parents/caregivers/legal guardians. The purpose of this study was to teach children with a diagnosis of down syndrome (DS) or autism spectrum disorder (ASD) oral hygiene skills, specifically toothbrushing, utilizing basic video modeling. Three children between the ages of four – 11 with a diagnosis of DS or ASD viewed video models portraying a similar age peer completing the toothbrushing task. A concurrent multiple baseline across participants design was used and independence in tooth brushing was monitored. Results suggested that utilizing basic video modeling can increase correct independent responding in tooth brushing. When taught ADLs, individuals with a diagnosis of DS or ASD may be able to increase independence in everyday life such as feeding, using the bathroom, or living independently. Furthermore, acquiring ADLs can increase the QoL for individuals with a diagnosis of DS or ASD and for the parents/caregivers/legal guardians of those individuals.

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