What is Video Modeling?

Video modeling is an intervention that uses video recording and display equipment to provide a visual model of the targeted behavior or skill. VM is often combined with prompting and reinforcement to maximize the viewer’s ability to learn what they have seen. Types of video modeling include:

• basic video modeling,
• video self-modeling,
• point-of-view video modeling, and
• video prompting.

Basic video modeling involves recording someone besides the learner engaging in the target behavior or skill (i.e., models). The learner then views the video at a later time. Video self-modeling is used to record the learner displaying the target skill or behavior and is reviewed later. In point-of-view video modeling, the target behavior or skill is recorded from the perspective of the learner. Video prompting involves breaking the skill into steps and recording each step with incorporated pauses during which the learner may attempt the step before viewing subsequent steps. Video prompting may be done with either the learner or someone else acting as a model.

Why Use Video Modeling?

Research suggests that watching videos is a favorite activity for young children diagnosed with autism spectrum disorder (ASD) (Bellini & Akullian, 2007).  Video modeling is an intervention that uses videos to demonstrate a skill and is considered an evidence-based practice for children of all ages with autism spectrum disorder (Wong et al., 2014).  Video modeling has been used to help young children with ASD learn various behaviors and skills in multiple settings.

Here are a few examples of behaviors targeted using a VM intervention for children of various ages:

• Play (interactive; Taylor et al., 1999; structured & unstructured; Kroeger et al., 2007)
• Social Initiations (Apple et al., 2005; Buggey et al., 2011; D’Ateno et al., 2003; Maione & Mirenda, 2006; gestures; Plavnick & Ferreri, 2011; requesting ,Wert & Neisworth, 2011)
• Modeling Play Actions (i.e., six-step procedure; Hines & Wolery, 2006)
• Social Responding (Apple et al., 2005; Sherer et al., 2001)
• Academic Responding (Marcus & Wilder, 2009)
• Requesting (i.e., asking for help; Reeve et al., 2007)
• Motor Behavior Imitation (D’Ateno et al., 2003; Kleeberger & Mirenda, 2010)

Where Can Video Modeling Be Used and By Whom?

Video Modeling (VM) can be used in a variety of settings including day-care, schools, and the home. For example, a VM  intervention could benefit a young child who struggles with initiating with his peers at a child-care center, during snack time, or during group play. Or a young child might struggle with sharing with their sibling(s) in the home

Conducting a VM intervention in the home setting is particularly important as many children are being diagnosed during the early stages of development when intervention is often most beneficial but the child may be too young to attend formal educational settings. Early intervention services using video modeling can be effectively delivered in the home or at a child care setting.

The practice scenarios developed for this learning module will focus on conducting a VM intervention in two settings: early childhood centers and homes or home-based programs.

What is the Evidence-Base for Video Modeling?

The National Professional Development Center on Autism Spectrum Disorders (NPDC) initially reviewed the research literature on evidence-based, focused intervention practices for children with ASD in 2008. A second, more comprehensive review was completed by the NPDC in 2013. In this current review:

• A total of 27 EBPs were identified.
• Of the 27 practices, 10 practices that met criteria had participants in the infant and toddler age group, thus showing effectiveness of these practices with infants and toddlers with ASD.

The practices were identified as evidence-based when at least two high quality group design studies, five single case design, or a combination of one group design and three single case designed studies showed that the practice was effective. The full report is available on the NPDC on ASD website.

Video modeling meets the evidence-based practice criteria in all age groups (birth to twenty one) with 1 group design and 31 single case design studies. For the infant and toddler age group, two single-case design studies included toddlers with autism and demonstrated positive outcomes in promoting the development of  play behaviors (Hine & Wolery, 2006; Taylor, Levin, & Jasper, 1999). Thirteen studies included preschool-aged children. Video modeling can be used effectively to address social, communication, behavior, joint attention, play, cognitive, school-readiness, motor, adaptive, and, for older learners, academic and vocational skills. A complete list of the research evidence-base literature for children aged birth to five is included in the resource section.

Refer to the Video Modeling Fact Sheet from the updated EBP report for further information on the literature for video modeling.