Updated by Kait Evoy, MS, LBS1
Association for Science in Autism Treatment

Autism Treatments SummaryDescription: Video modeling is a form of the more general practice of modeling. Video modeling is an intervention effective for teaching social skills (e.g., Buggey et. al., 2011), play skills (e.g., Lee et. al., 2017; Petursdottir & Gudmundsdottir, 2017), daily life skills (Shipley-Benamou et. al., 2002), academic skills (Schmidt & Bonds-Raacke, 2013) and language and communication skills (Qi et. al., 2018) to children and young adults with autism (Acar & Diken, 2012). In addition to the aforementioned skills, video modeling has also been proven to reduce problem behaviors (Buggey, 2005). Video modeling consists of therapists, teachers and/or parents using video recordings of a modeled behavior to teach the desired/new behavior. There are several different ways that video modeling has been employed, and evidence supports the effectiveness of these variations (Steinbrenner et. al., 2020). Video modeling has been found to be effective with a multitude of age groups, including adults. Regarding adult applications and work contexts, video modeling has been used to teach customer service skills, such as greetings and conversation closing phrases (Bross et. al., 2020).

Video modeling involves several steps. For example, be sure the learner has been told the skill they are about to watch and obtain their attention. If presenting a model, do so in a clear manner. After viewing the model, have the individual engage in the behavior. Finally, create and follow a plan to decrease the assistance from use of the model to lesser intrusive prompts.

One variation is to have the individual serve as their own model. Practitioners can record participants performing tasks correctly or demonstrating positive behavior. Clips can be combined to show a sequence of actions done correctly. Another variation is point-of-view video modeling. In this form of video modeling, the video is recorded from the participant’s viewpoint (Tetreault & Lerman, 2010).

There are many benefits to using video modeling or video self-modeling. It is convenient as live models may not always be available (National Autism Center, 2015) and the number of exposure opportunities can be tailored to the learning needs of the participant. The practitioner can also ensure that the participant is receiving the same prompt every time. With newer technology, creating/editing a video is relatively easy. Additionally, the intervention is cost effective as printed materials are not needed. Video modeling is often used with other practices, such as prompting and activity schedules to name a few. There are drawbacks to video modeling as it can be time consuming to edit the content used and students may become prompt dependent (Sigafoos, et. al., 2007). Additionally, it can be unclear whose role it is to create the videos within the team, so it is important to clarify roles. Finally, generalization is always an issue. Extensions of instruction must be planned, and generalization must be addressed.

While there are many benefits to using video modeling, there may be some risks. As noted above, it is essential to ensure that generalization to the natural environment takes place. Second, it may be that attention to the video also serves as a negative variable. If the attention is too excessive, this could lead to scripting, or result in continually enacting the video. Additional drawbacks include the time it takes to film the video, edit the footage, and teach the skill. Interventionists should monitor for any of these undesired effects.

Research Summary:

Modeling was labeled an evidence-based practice by the National Autism Center in 2015 as part of Phase 2 of the National Standards Project, conducted by the May Institute. Studies included students between the ages of 3-18 years. It is important to note that the National Standards Project categorized video modeling as part of the intervention “modeling.” They state that they reviewed 28 articles as part of their second phase, but do not cite articles or signify which of the articles included were of video modeling and which were of modeling in general.

Video modeling was labeled an evidence-based practice by the National Clearinghouse on Autism Evidence and Practice in 2020. Empirical evidence included targeted students in all age groups: 0-2, 3-5, 6-11, 12-14, 15-18 and 19-22 years. Ninety-seven articles were cited in this review and support the use of video modeling in the areas of communication, social skills, joint attention, and play, among other outcomes. This is a significant amount of accrued evidence, and the designation reflects the strong evidence that exists for the merits of video modeling.

Video modeling was also determined to be an effective tool to teach vocational skills to adolescents. In 2020, Stauch and Plavnick looked at video modeling interventions designed to teach vocational and social skills to two adolescent students with autism. Positive results were shown for vocational skills, while mixed results were shown for the social skills embedded into the videos. Additionally, English, Gounden and colleagues looked at the effects that video modeling, paired with video feedback, had on vocational skills for adults with autism in 2017. Results showed that video modeling with video feedback was an effective strategy, with maintenance and generalization proven for 2 of the 3 participants.

Recommendations:

Video modeling is an effective intervention for children and young adults with autism spectrum disorder. Although easy to implement, practitioners should still consider training for successful implementation. Online training opportunities include the Ohio Department of Education’s Autism Internet Module on video modeling, as well as the University of North Carolina’s AFIRM Internet Module on video modeling. Additionally, News 2 You has an excellent resource on video modeling. When clinicians use video modeling, it is important to conduct an individualized assessment and match the specific procedures to the learner. As with any other instructional approach, assessing for the effectiveness and generalization of the instruction should be done.

Empirical studies have been presented that affirm the use of video modeling for a variety of skills in all age groups from early intervention to early adulthood. It has been studied as part of the practice of general modeling, as well as when it is referred to as video modeling, video self-modeling and point-of-view modeling. Video modeling should be conducted by trained individuals aligned with their scope of competence and can be used in conjunction with other evidence-based interventions. An important area of research is to conduct large studies that evaluate long-term results (including maintenance and generalization) in a variety of age groups across an array of responses. Increasing the participant pool size while narrowing down on specific areas of intervention is recommended. More research on ancillary variables such as camera angle (e.g., point of view modeling) and selection of characteristics of the model are recommended. At this time, with the evidence found in research thus far in support of its use, clinicians can consider utilizing video modeling to teach a range of skills.

Selected References:

Cox, A., & AFIRM Team. (2018). Video modeling. Chapel Hill, NC: National Professional Development Center on Autism Spectrum Disorder, FPG Child Development Center, University of North Carolina. Retrieved from http://afirm.fpg.unc.edu/video-modeling

Systematic Reviews of Scientific Studies:

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

National Autism Center. (2015). Findings and conclusions: National Standards Project, Phase 2. Randolph, MA: Author

Steinbrenner, J. R., Hume, K., Odom, S. L., Morin, K. L., Nowell, S. W., Tomaszewski, B., Szendrey, S., McIntyre, N. S., Yücesoy-Özkan, S., & Savage, M. N. (2020). Evidence-based practices for children, youth, and young adults with Autism. The University of North Carolina at Chapel Hill, Frank Porter Graham Child Development Institute, National Clearinghouse on Autism Evidence and Practice Review Team.

Selected Scientific Studies:

Bross, L. A., Travers, J. C., Wills, H. P., Huffman, J. M., Watson, E. K., Morningstar, M. E., & Boyd, B. A. (2020). Effects of Video Modeling for Young Adults With Autism in Community Employment Settings. Career Development and Transition for Exceptional Individuals, 43(4), 209-225. https://doi.org/10.1177/2165143420941488

Buggey, T. (2005). Video self-modeling applications with students with autism spectrum disorder in a small private school setting. Focus on Autism & Other Developmental Disabilities, 20(1), 52-63. https://doi.org/10.1177/10883576050200010501

Buggey, T., Hoomes, G., Sherberger, M. E., & Williams, S. (2011). Facilitating social initiations of preschoolers with autism spectrum disorders using video self-modeling. Focus on Autism & Other Developmental Disabilities, 26(1), 25-36. https://doi.org/10.1177/1088357609344430

Charlop-Christy, M. H., Le, L., & Freeman, K. A. (2000). A comparison of video modeling with in vivo modeling for teaching children with autism. Journal of Autism and Developmental Disorders, 30(6), 537-552.

English, D. L., Gounden, S., Dagher, R. E., Chan, S. F., Furlonger, B. E., Anderson, A., & Moore, D. W. (2017). Effects of video modeling with video feedback on vocational skills of adults with autism spectrum disorder. Developmental Neurorehabilitation, 20(8), 511-524. https://doi.org/10.1080/17518423.2017.1282051.

Galligan, M. R. L., Suhrheinrich, J., & Kraemer, B. R. (2022). Video Modeling for High School Students With Autism Spectrum Disorder. Journal of Special Education Technology, 37(1), 126-134. https://doi.org/10.1177/0162643420945594

Gena, A., Couloura, S., & Kymissis, E. (2005). Modifying the affective behavior of preschoolers with autism using in-vivo or video modeling and reinforcement contingencies. Journal of Autism and Developmental Disorders, 35(5), 545-556.

Lee, S., Lo, Y., & Lo, Y. (2017). Teaching functional play skills to a young child with autism spectrum disorder through video self-modeling. Journal of Autism & Developmental Disorders, 47(8), 2295-2306. https://doi.org/10.1007/s10803-017-3147-8

Petursdottir, A. L., & Gudmundsdottir, T. (2021). Supporting social play skill acquisition and generalization of children with autism through video modeling. Journal of Autism and Developmental Disorders, 53, 1391-1402. https://doi.org/10.1007/s10803-021-05204-4

Qi, C. H., Barton, E. E., Collier, M., & Lin, Y.-L. (2018). A Systematic Review of Single-Case Research Studies on Using Video Modeling Interventions to Improve Social Communication Skills for Individuals With Autism Spectrum Disorder. Focus on Autism and Other Developmental Disabilities, 33(4), 249-257. https://doi.org/10.1177/1088357617741282

Schmidt, C., & Bonds-Raacke, J. (2013). The effects of video self-modeling on children with autism spectrum disorder. International Journal of Special Education, 28(3), 121-132.

Shipley-Benamou, R., Lutzker, J. R., & Taubman, M. (2002). Teaching daily living skills to children with autism through instructional video modeling. Journal of Positive Behavior Interventions, 4(3), 165. https://doi.org/10.1177/10983007020040030501

Sigafoos, J., O’Reilly, M., & de la Cruz, B. (2007). How to use video modeling and video prompting. Austin, TX: Pro-Ed

Stauch, T. A., Plavnick, J. B. Teaching Vocational and Social Skills to Adolescents with Autism Using Video Modeling. Education and Treatment of Children. 43, 137-151 (2020). https://doi.org/10.1007/s43494-020-00020-4

Stevenson, C. L., Krantz, P. J., & McClannahan, L.E. (2000). Social interaction skills for children with autism: A script-fading procedure for nonreaders. Behavioral Interventions, 15, 1-20.

Tetreault, A. S., & Lerman, D. C. (2010). Teaching social skills to children with autism using point-of-view video modeling. Education & Treatment of Children (West Virginia University Press), 33(3), 395–419. https://doi.org/10.1353/etc.0.0105

Citation for this article

Evoy, K. (2023). Video Modeling: A treatment summary. Science in Autism Treatment, 20(08).

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