Video Modelling: Why Does It Work for Children with Autism?

Video Modelling helps children with autism learn new skills by providing a clear visual example of the target behaviour.

Video modelling is a recording of a target skill, which is modelled by self, peer, or adult in a similar environment in which the target skill is required. Video modelling is particularly beneficial for teaching a variety of skills to individuals with autism including increasing vocalisation and communication, social and play skills, emotion processing, perspective taking, academics and adaptive behaviour. Individuals with autism process information better when it is presented in a visual format rather than an auditory format (Smith et al., 2013). Video modelling also reduces social stress for children on the spectrum by not forcing face-to-face interactions.

Three types of video modeling strategies include video-self modelling, point-of-view modelling, and video prompting.

Video-self modelling (VSM) involves filming the target skill being modelled by the target individual (Corbett & Abdullah, 2005); whereby VM involves a peer or adult modelling the target skill. During filming for VSM, the individual is provided prompts to assist in completing the target skill. Later, the segments that contain the prompts are removed to display the student performing the skill at a mastery level (Gelbar, Anderson, McCarthy, & Buggy, 2012).

Point-of-view modelling (POVM) involves focusing on the target skill from the perspective of the target individual. More specifically, the video presents the target skill as if the observer were completing the skill him/herself (Shrestha, Anderson, & Moore, 2013).

Video prompting (VP) is a type of VM that involves videotaping a multistep target skill, with each distinct step recorded separately. During intervention, the video is paused after each step, giving the observer the chance to attempt one step at a time (Shrestha et al., 2013).

Advantages and Disadvantages of Using Video Modelling

• First, VM provides the opportunity for students to watch the desired target skill being performed in the exact setting in which they are required to imitate the skill (Ayres & Langone, 2008). Modelling the target skill in the same setting increases the likelihood that students will be successful in attaining the target skill.

• Second, using VM increases the motivation of students and acts as a naturally reinforcing method of skill acquisition (Acar & Diken, 2012). Since motivation increases the desire to practise a skill, target behaviours are often rapidly achieved compared to other interventions.

• Third, VM offers the opportunity for educators to slowly remove the presence of the videos to promote independence in maintaining the desired target skill. Students only acquire and maintain target skills, but they learn to generalise these skills within other environments (Akmanoglu, Yanaradag, & Batu, 2014).

• In contrast, there are potential problems in using video modelling as an intervention strategy for children with autism. More specifically, students with autism depend greatly on a structured learning environment, which promotes observational learning; however, providing frequent predictable demands can lead to rote responses or a lack of spontaneity in new situations (Corbett, 2003). 

• Secondly, video modelling is unsuitable for teaching sensitive target skills, such as personal self-care skills, because certain aspects of the target behaviour cannot be modelled (Lee, et al., 2014).

• Thirdly, video modelling as an intervention is that students can become dependent on the prompts presented; they may be unable to generalise the skills learned into new environments. It is important to fade the prompts during a VP intervention, in order to avoid prompt dependence (Shrestha et al., 2013).

Video modelling is an evidence-based practice that can help individuals with autism learn new skills by providing a visual model of the behaviour. There are different types of video modelling, each with its own unique benefits and appropriate uses. Implementing video modelling can be challenging, but with the right strategies and support, it can be a valuable tool for individuals with autism.

Written by: Anika

References

Acar, C., & Diken, I. H. (2012). Reviewing instructional studies conducted using video modelling to children with autism. Educational Sciences: Theory and Practice, 12(4), 2731–2735. 

Ayres, K. M., & Langone, J. (2008). Video supports for teaching students with developmental disabilities and autism: Twenty-five years of research and development. Journal of Special Education Technology, 23(3), 1–9. https://doi.org/10.1177/016264340802300301

Akmanoglu, N., Yanaradag, M., & Batu, E. S. (2014). Comparing video modelling and graduated guidance together and video modelling alone for teaching role playing skills to children with autism. Education and Training in Autism and Developmental Disabilities, 49(1), 17–31.

Corbett, B. A. (2003). Video modelling: A window into the world of autism. The Behavior Analyst Today, 4(3), 367–373. https://doi.org/10.1037/h0100025

Corbett, B. A., & Abdullah, M. (2005). Video modelling: Why does it work for children with autism? Journal of Early and Intensive Behavior Intervention, 2(1), 2–8. https://doi.org/10.1037/h0100294

Lee, C. Y., Anderson, A., & Moore, D. W. (2014). Using video modelling to toilet train a child with autism. Journal of Developmental and Physical Disabilities, 26(2), 123–134. https://doi.org/10.1007/s10882-013-9348-y

Gelbar, N. W., Anderson, C., McCarthy, S., & Buggy, T. (2012). Video self-modelling as an intervention strategy for individuals with autism spectrum disorders. Psychology in the Schools, 49(1), 15–22. https://doi.org/10.1002/pits.20628

Shrestha, A., Anderson, A., & Moore, D. W. (2013). Using point-of-view modelling and forward chaining to teach a functional self-help skill to child with autism. Journal of Behavioral Education, 22(2), 157–167. https://doi.org/10.1007/s10864-012-9165-x

Smith, M., Ayres, K., Mechling, L., & Smith, K. (2013). Comparison of the effects of video modelling with narration vs. video modelling on the functional skill acquisition of adolescents with autism. Education and Training in Autism and Developmental Disabilities, 48(2), 164–178.