Within the disabilities community, individuals with an Autism Spectrum Disorder (ASD) diagnosis consistently have some of the most detrimental employment related statistics. To address this issue, this study evaluated video modeling, an evidence-based procedure, in teaching professional emailing skills to individuals diagnosed with ASD when applying for a job. Results of the study support video modeling research as an effective teaching tool. Significant skill acquisition, in composing a professional email, occurred across all participants. Seventy-five percent of participants concluded the study at mastery level. Implications of this study are immediately impactful on the ASD community as a new evidence-based transition tool can be made readily available. If individuals use this tool to acquire the professional emailing skill, then it will add to their job-seeking skillset and may increase their likelihood of achieving gainful employment. Keywords: autism, employment, transition, video modeling, professional emailing

Evidence suggests that the Promoting the Emergence of Advanced Knowledge Relational Training System (PEAK) is an effective method of providing verbal behavior training to individuals with developmental disabilities, and previous research indicates that BST can be used to train staff in its implementation. Video modeling is a modification to BST that can decrease the amount of resources necessary to provide instruction without limiting the effectiveness of the training. This study evaluated the effectiveness of using video modeling for teaching direct care staff how to implement the Promoting the Emergence of Advanced Knowledge Relational Training System (PEAK) using a multiple baseline across participants design. All participants showed improvement in PEAK implementation with video modeling treatment; one required the addition of a checklist to achieve mastery. Implications for further research are discussed.

Social communication deficits have been identified as one of the core features of autism spectrum disorder (ASD). Previous studies have shown that video modeling is an effective intervention for improving social communication in children with ASD. The purpose of this project is to provide an accessible resource for speech-language pathologists (SLPs) seeking to implement video modeling interventions for children with ASD, drawing upon empirical research to inform recommended procedures for SLPs. This guidebook provides step-by-step procedures for implementing video modeling intervention, including selection of target behaviors and video models, video production, techniques for implementing interventions, and methods of measuring progress. Associated intervention strategies are also discussed. Additional resources are provided to support SLPs in implementing video modeling interventions, including data collection forms, sample scripts, and sample lesson plans. This project also includes examples of videos created using children and adults as models. As video modeling appears to be an effective approach for ameliorating social communication deficits in children with ASD, SLPs may benefit from a practical guide for implementing video modeling interventions in a variety of settings. / text

Children with autism exhibit deficits in joint attention initiations, which are crucial to development of language and social skills (Bakeman & Adamson, 1984; Rollins, Wambacq, Mathews, & Reese, 1998; Whalen, Schreibman, & Ingersoll, 2006). Showing an object to a communication partner is an example of a joint attention initiation. A systematic synthesis of interventions targeting joint attention initiations was conducted to guide the development of an intervention for teaching showing behavior. In this study, a video modeling intervention was implemented with four young children with autism. Sessions were conducted during play sessions with the researcher in each participant’s typical therapy context. Following a prescribed baseline, the video modeling intervention was implemented. The video provided a model of an individual showing a toy to a communication partner with narration explaining the four components of the showing behavior: gaining the partner’s attention, making eye contact, extending the toy toward the partner, and commenting on the toy. Following the first four intervention sessions, verbal feedback and practice was added with the video model. The effects of this intervention on accuracy (percentage of components completed) and frequency of showing behavior and generalization to a small group setting with peers were evaluated using a multiple baseline across design across participants. Results indicate that accuracy and frequency of showing behavior increased when the video modeling intervention was implemented. The acquisition, performance, and generalization of showing behavior in relation to the video modeling intervention are discussed. Implications for teaching joint attention initiations and directions for future research are presented. / text

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Social communication deficits have been identified as one of the core features of autism spectrum disorder (ASD). Previous studies have shown that video modeling is an effective intervention for improving social communication in children with ASD. The purpose of this project is to provide an accessible resource for speech-language pathologists (SLPs) seeking to implement video modeling interventions for children with ASD, drawing upon empirical research to inform recommended procedures for SLPs. This guidebook provides step-by-step procedures for implementing video modeling intervention, including selection of target behaviors and video models, video production, techniques for implementing interventions, and methods of measuring progress. Associated intervention strategies are also discussed. Additional resources are provided to support SLPs in implementing video modeling interventions, including data collection forms, sample scripts, and sample lesson plans. This project also includes examples of videos created using children and adults as models. As video modeling appears to be an effective approach for ameliorating social communication deficits in children with ASD, SLPs may benefit from a practical guide for implementing video modeling interventions in a variety of settings.

The studies on content-based video indexing and retrieval aim at accessing video content from different aspects more efficiently and effectively. Most of the studies have concentrated on the visual component of video content in modeling and retrieving the video content. Beside visual component, much valuable information is also carried in other media components, such as superimposed text, closed captions, audio, and speech that accompany the pictorial component. In this study, semantic content of video is modeled using visual, auditory, and textual components. In the visual domain, visual events, visual objects, and spatial characteristics of visual objects are extracted. In the auditory domain, auditory events and auditory objects are extracted. In textual domain, speech transcripts and visible texts are considered. With our proposed model, users can access video content from different aspects and get desired information more quickly. Beside multimodality, our model is constituted on semantic hierarchies that enable querying the video content at different semantic levels. There are sequence-scene hierarchies in visual domain, background-foreground hierarchies in auditory domain, and subject hierarchies in speech domain. Presented model has been implemented and multimodal content queries, hierarchical queries, fuzzy spatial queries, fuzzy regional queries, fuzzy spatio-temporal queries, and temporal queries have been applied on video content successfully.

Title from second page of PDF document. Includes bibliographical references.

The purpose of this comprehensive literature review is to evaluate if existing research studies have produced substantial evidence to determine if the use of video modeling is as an evidence based instructional tool to teach social skills to preschool aged children with autism spectrum disorder. Literature was reviewed against standards suggested by What Works Clearinghouse for being an evidence-based practice. Based on the criteria set by What Works Clearinghouse for examining experimental rigor, evidence, and the requirements for practices being considered an evidence base, video modeling to teach this population of students social skills is not an evidence-based practice at this time.

The purpose of this study was to evaluate the effectiveness of video modeling of contingencies alone and/or combined with direct exposure to the contingencies in the treatment of food selectivity. Treatment procedures included sequentially introducing videos in which models consumed nonpreferred food, were exposed to differential reinforcement, or exposed to escape extinction and differential reinforcement. In addition, participants were exposed to differential reinforcement. Results indicated video modeling of differential reinforcement plus differential reinforcement may be effective at increasing consumption of some nonpreferred foods, but the results were not replicated across all foods. For one participant, consumption of one food increased with video modeling alone.