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Video self-modeling has been used in the past to teach many skills to children with autism. Children with Autism Spectrum Disorders have a lack of language processing, expressive communication, and social skills. These deficits may impact the ability to function in the general education classroom. The current investigation examined the effects of using video self-modeling with an iPad device to teach inclusion readiness skills to children with autism. The specific group directions that were taught were cleaning up, lining up, and sitting down. Three young children with autism participated in this study. A multiple baseline design across behavior and subjects was used. All three participants reached mastery criteria in all three behaviors. Experimental control was shown with the multiple baseline across subjects. Moreover, experimental control was established with the multiple baseline across behaviors with one of the participants. Due to generalization across behaviors, experimental control was shown with two of the behaviors with a second subject. When video models were discontinued and maintenance probes were conducted, all three children maintained group direction skills. Results showed that the prerequisite classroom skills were effectively taught to children with autism using video self-modeling. The results are discussed in terms of implications for the general education classroom and future research directions. / Educational Psychology

The purpose of this study was to evaluate the effectiveness of teaching self-instructional skills to navigate to a mobile device to access video prompts to teach novel behaviors to two adults with autism spectrum disorder (ASD) in a vocational setting. This study used a multiple probe across conditions design to evaluate effectiveness. In baseline, the researcher directed the participants to complete a novel task and collected data on correct steps completed. In technology training the researcher used a system of least prompts procedure to teach participants to initiate the use of the mobile device, navigate to an app, navigate to the specific behavior schedule, watch video prompt, navigate to the next step, and complete the modeled behaviors. After mastery of technology training, researcher evaluated performance of novel tasks following self-instruction to access video prompts on the mobile device. Participant’s fidelity of navigation skills was assessed, however was not included in mastery criterion. Both participants learned to self-instruct to independently access video prompts on a mobile device. One participant self-instructed using the mobile device and video prompts to correctly complete novel tasks.

Writing is essential to human interaction. When handwriting is illegible, communication may be negatively impacted. A severe deficit in handwriting is known as dysgraphia, a problem frequently associated with autism spectrum disorders (ASD). Video self-modeling (VSM) has been proven effective for children with ASD in the strengthening of social skills, verbalizations, and daily living skills. However, there remains a significant gap in the literature regarding the use of VSM for the treatment of dysgraphia in children with ASD. Because VSM has demonstrated success in the acquisition of many types of skills, it may prove similarly effective for remediating dysgraphia in children with ASD. Utilizing a behavioral perspective, this study seeks to determine if VSM is an effective treatment for improving handwriting legibility and proficiency. This study analyzes secondary data collected by a day treatment center (DTC) specializing in the care of children with ASD. Data indicated that after establishing a baseline level of behavior for writing simple words, the DTC staff administered the VSM treatment and rated the legibility of the participants' responses based on the Woodcock-Johnson III Tests of Achievement (WJ-III) Handwriting Legibility Scale. Raw score differences between baseline and treatment phases were recorded and analyzed. A pretest/ posttest evaluation based on scores obtained from the Handwriting Proficiency Screening Questionnaire (HPSQ) and Handwriting Proficiency Screening Questionnaire for Children (HPSQ-C) determined changes in handwriting proficiency. Effectively analyzing this data would be an important contribution to the existing literature, and would enhance social change initiatives through strengthening the communication skills of individuals with ASD.

Research has shown that video modelling can improve social behaviours in children with ASD. In addition, research in behaviour modelling training from the field of organisational psychology has shown that using a mix of positive and negative exemplars can assist in acquisition and generalisation of a skill. The current study compared the use of one negative and one positive exemplar, with the use of two positive exemplars to determine which combination would result in faster acquisition and/or superior generalisation of a skill. No other studies have examined this with children diagnosed with ASD. Seven children, aged between 5 and 15 years, and diagnosed with ASD participated in a multiple baseline design across children; within child across two modelling conditions; and within each modelling condition across two tasks. In one condition, a participant watched a video containing one exemplar of a model (same sex and of similar age but with normal development) perform a task the wrong way, and one exemplar of the same model perform the same task the right way (wrong/right). In another condition, the participant watched a video containing two different exemplars of the model perform a matched task the right way (right/right). During the intervention, 1 participant refused to watch the videos. For 13 of the 16 tasks, where training was completed, participants either reached criterion or made some gains in acquisition of the social skills. However, for seven of the tasks criterion was not reached. Generally, neither modelling condition was superior in acquisition or generalisation of the targeted social skills. Confounds occurring during the course of the study may have contributed to the equivocal results. For some children with ASD, video modelling in combination with the delivery of preferred reinforcers may be required for successful skill acquisition. Further implications, particularly the potential negative effects of vicarious reinforcement when an observer does not gain reinforcement for imitation are discussed, as are recommendations for future research.

Video modeling and video feedback are behavioral procedures that have been shown to increase skill acquisition over time in a variety of environments. This study investigated the use of a video modeling and video feedback procedure, via a multiple baseline design to enhance skill acquisition in boxing. This study also incorporated multiple dimensions of analysis by including data based not only on a percentage of performance with a task analysis, but also the duration of each particular target behavior. The target behaviors for the study included three different boxing combinations, which were operationally defined based on component steps via a task analysis. Each step was marked as either correct or incorrect based on participant performance. The two participants in the study had little or no previous boxing instruction. During intervention, participants were shown a video of a professional boxer performing the specific combination being trained. The participant was then recorded performing the combination, which was used to compare to that of the professional model. The results indicated that both participants' skill levels increased upon intervention using video modeling and video feedback. Reaction time also decreased substantially for one participant.

abstract: The rise in the number of students found to have autism has been staggering over the past ten years. Accommodating these students effectively and appropriately in a public school is a challenge many teachers are deemed with, sometimes without adequate training. This study was aimed at affecting the underlying social misunderstandings inherent to students with Autism Spectrum Disorder and an at-risk general education peer through a comprehensive intervention consisting of peer mentoring, interactive social stories and video modeling strategies. Observations, student interviews, vignettes and student and researcher journals served as data sources. Three fourth grade boys, including a student with autism, a peer with behavioral concerns and a model peer, participated in an intervention designed using a multiple baseline across behaviors. The target students, including the student with autism and the peer with behavioral concerns increased their ability to demonstrate three distinctive skills, attending to task, raising hand and academic responding. Analysis of the data also showed an overall increase in levels of engagement and motivation. Strong friendships developed among all three participants. Implications suggest that a comprehensive approach is effective in reducing unwanted social behaviors and promoting positive social skills and gives further insight into the target students' motivation. / Dissertation/Thesis / Ed.D. Leadership and Innovation 2013

Overcoming social skill deficits in children with autism is a challenge faced by educators and caregivers. Video modeling is a method of training that can promote generalization. This study extends the literature by investigating effects of video modeling on repetitive motor and vocal responses and skill generalization to other settings for children with low-functioning autism/ developmental disabilities. A multiple baseline across 3 play sequences was implemented with 3 males. Results indicate that 2 acquired vocal and motor responses and 1 acquired imitative noises and motor responses using video modeling alone. Generalization occurred with 2 participants. These findings have important implications for the field showing that video modeling can enable educators and caregivers to help children with autism overcome social skill deficits.

Autism Disorder and related disorders such as Asperger's Syndrome and Pervasive Developmental Disorder, Not Otherwise Specified, are collectively known as Autism Spectrum Disorders (ASD). These disorders are currently the fastest growing diagnosed disorders among children and have been found in 110 in 10,000 individuals. Individuals with ASD are delayed in social development according to diagnostic criteria. To address the social development delays of students with ASD, two research-based interventions have been developed: Social StoriesTM and video modeling. Social StoriesTM uses a specific combination of sentences to describe a social situation or a social skill in story form. Video modeling is an isolation of social skill steps delivered through a video medium to model the social skill. The purpose of this study was to combine Social StoriesTM and video modeling (combined intervention) and investigate the perceptions of educational multidisciplinary team members (school counselors, parents, teachers) regarding the combination intervention for the development of social behavior in students with ASD. School counselors participating in this study delivered the combination Social StoriesTM and video modeling intervention to student participants with ASD. Then, the perceptions of the school-based multidisciplinary team members of this combination intervention were collected through qualitative surveys and analyzed to develop the Qualitative Criticism. This Qualitative Criticism describes, interprets, and evaluates the pragmatic use of the combination of the Social StoriesTM and video modeling intervention with students with ASD in schools from the perspectives of the school counselors, teachers, and parents of these students. Organized by case, team members of each of the student participants reflected on the strengths and weaknesses of these interventions for that student. Across cases, comments were analyzed by role (i.e., parent, teacher, school counselor). Then, these roles were combined into a cross-case analysis of multidisciplinary team perspectives of the usefulness of these interventions for students with ASD. Pre-test and post-test data were collected using teachers' responses to the Vineland II Teacher Rating Form (V-II TRF) and the Summary of Observations section on the V-II TRF to triangulate findings grounded in the qualitative data. Findings suggested that parents, teachers, and school counselors supported the use of these interventions for several reasons. The combination intervention increased opportunities for repetition of the target skills; for visual learning through written words in stories, cartoons, and videos; and for individualization to meet the varying needs and interests of students with ASD. The intervention was also developmentally appropriate, engaging, and fun for students. In addition, when the school counselor collaborated with parents and teachers through the intervention, the parents and teachers seemed to be more knowledgeable about the intervention, and supported these students to use the intervention and generalize the target skills. While V-II TRF scores did not show statistically significant gains to confirm the multidisciplinary team members' support for the combination intervention, clinical significance was found in the domain scores of Communication and Daily Living, and in the Composite score measuring overall adaptive functioning.