How to Implement Video Modeling in Educational Environment to Improve Communication in Students with ASD: An Evidence-Based Review
DOI:
https://doi.org/10.12970/2311-1917.2019.07.01Keywords:
Autism, School, Evidence-based Practice, Social-Pragmatic Skills, Observational Learning.Abstract
The purpose of this article is to review what is the current knowledge about Video Modeling (VM), a form of observational learning and one of the most important and substantial basic practices based on evidence for students with ASD, and to propose a way to implement it in an educational environment from a social-communicational approach. With this objective, in this article, this practice and its types are defined, its objectives are established, its impact on educational environments is analyzed and an evidence-based implementation sequence is proposed, consisting of three steps: planning, use and monitoring.
References
Wong C, Odom SL, Hume K, Cox AW, Fettig A, Kucharczyk S, et al. Evidence-based practices for children, youth, and young adults with autism spectrum disorder. Chapel Hill: The University of North Carolina, Frank Porter Graham Child Development Institute; 2014 [cited 2019 Oct 1]: Available from: http://autismpdc.fpg.unc.edu/sites/autismpdc.fpg.unc. edu/ files/imce/documents/2014-EBP-Report.pdf
Franzone E, Collet-Klingenberg L. Overview of video modeling. Madison, WI: The National Professional Development Center on Autism Spectrum Disorders, Waisman Center, University of Wisconsin; 2008 [cited 2019 Oct 8]: Available from: https://csesa.fpg.unc.edu/sites/csesa. fpg.unc.edu/files/ebpbriefs/VideoModeling_Overview_1.pdf
ECRI Institute. Focal Educational and Behavioral Interventions for the Treatment of Autism Spectrum Disorders. Plymouyth, Pensilvania: ECRI Institute 2009
Sigafoos J, O’Reilly M, de la Cruz B.How to use video modeling and video prompting. Austin, TX: Pro-Ed. 2007.
Hitchcock SH, Dowrick PW, Prater MA. Video self-modeling intervention in school-based settings: A review. Remedial Spec Educ 2003; 24: 34-45. https://doi.org/10.1177/074193250302400104
Coyle C, Cole P. A videotaped self-modelling and self-monitoring treatment program to decrease off-task behaviour in children with autism. J Intellect Dev Disabil 2004; 29(1): 3-16. https://doi.org/10.1080/08927020410001662642
Marcus A, Wilder DA. A comparison of peer video modeling and self video modeling to teach textual responses in children with autism. J Appl Behav Anal 2009; 42(2): 335-341. https://doi.org/10.1901/jaba.2009.42-335
Apple AL, Billingsley F, Schwartz IS, Carr EG. Effects of video modeling alone and with self-management on compliment-giving behaviors of children with high-functioning ASD. J Posit Behav Interv 2005; 7(1): 33-46. https://doi.org/10.1177/10983007050070010401
Hine JF, Wolery M. Using point‐of‐view video modeling to teach play to preschoolers with autism. Topics Early Child Spec Educ 2006; 26(2): 83-93. https://doi.org/10.1177/02711214060260020301
Miltenberger C, Charlop M. The comparative effectiveness of portable video modeling vs. traditional videomodeling interventions with children with autism spectrum disorders. J Dev Phys Disabil 2015; 27(3): 341-358. https://doi.org/10.1007/s10882-014-9416-y
Cannella-Malone HI, Fleming C, Chung YC, Wheeler GM, Basbagill AR, Singh AH. Teaching daily living skills to seven individuals with severe intellectual disabilities: A comparison of video prompting to video modeling. J Posit Behav Interv 2011; 13(3): 144-153. https://doi.org/10.1177/1098300710366593
Rayner C. Teaching students with autism to tie a shoelace knot using video prompting and backward chaining. Dev Neurorehabil 2011; 14(6): 339-347. https://doi.org/10.3109/17518423.2011.606508
Althaus M, De Sonneville LMJ, Minderaa RB, Hensen LGN, Til RB. (1996). Information processing and aspects of visual attention in children with the DSM-III-R diagnosis “Pervasive developmental disorder not otherwise specified” (PDDNOS): I. Sustained attention. Child Neuropsychol 2: 30-38. https://doi.org/10.1080/09297049608401348
Shah A. Frith U. Why do autistic individuals show superior performance on the block design task? J Child Psychol Psychiatry 1993; 34(8): 1351-1364. https://doi.org/10.1111/j.1469-7610.1993.tb02095.x
Koegel RL, Schreibman L, Good A, Cerniglia L, Murphy C, Koegel LK. How to teach pivotal behaviors to children with autism: A training manual. Santa Barbara, California: University of California 1989.
Shane HC, Laubscher E, Schlosser R, Fadie HL, Sorce JF, Abramson JS, et al. Enhancing communication for individuals with autism: A guide to the visual immersion system. Baltimore MA, Brookes: VISTM 2014.
Lasater MW, Brady MP. Effects of video self-modeling and feedback on task fluency: A home-based intervention. Educ Treat Children 1995; 18: 389-408.
Kinney EM, Vedora J, Stromer R. Computer-presented video models to teach generative spelling to a child with an autism spectrum disorder. J Posit Behav Interv 2003; 5: 22-29. https://doi.org/10.1177/10983007030050010301
Shane H, Albert P. Electronic screen media for persons with autism spectrum disorders: Results of a survey. J Autism Dev Disord 2008; 38(8): 1499-1508. https://doi.org/10.1007/s10803-007-0527-5
Charlop‐Christy MH, Le L, Freeman KA. A comparison of video modeling with in vivo modeling for teaching children with autism. J Autism Dev Disord 2000; 30(6): 537-552. https://doi.org/10.1023/A:1005635326276
Buggey T, Hoomes G, Sherberger ME, Williams S. Facilitating social initiations of preschoolers with autism spectrum disorders using video self-modeling. Focus Autism Other Dev Disabl 2011; 26(1): 25-36. https://doi.org/10.1177/1088357609344430
Plavnick JB, Ferreri SJ. Establishing verbal repertoires in children with autism using function‐based video modeling. J Appl Behav Anal 2011; 44 (4): 747-766. https://doi.org/10.1901/jaba.2011.44-747
Nikopoulos, CK, Keenan, M. Promoting social initiation in children with autism using video modeling. Behav Interv 2003; 18(2): 87-108. https://doi.org/10.1002/bin.129
Cihak D, Fahrenkrog C, Ayres KM, Smith C. The use of video modeling via a video iPod and a system of least prompts to improve transitional behaviors for students with autism spectrum disorders in the general education classroom. J Posit Behav Interv 2010; 12(2): 103-115. https://doi.org/10.1177/1098300709332346
Reeve SA, Reeve KF, Townsend DB, Poulson CL. Establishing a generalized repertoire of helping behavior in children with autism. J Appl Behav Anal 2007; 40(1): 123-136. https://doi.org/10.1901/jaba.2007.11-05
Allen KD, Wallace DP, Greene DJ, Bowen SL, Burke RV. Community-based vocational instruction using videotaped modeling for young adults with autism spectrum disorders performing in air-inflated mascots. Focus Autism Other Dev Disabl 2010; 25(3): 186-192. https://doi.org/10.1177/1088357610377318
Sherer M, Pierce KL, Paredes S, Kisacky KL, Ingersoll B, Schreibman L. Enhancing conversation skills in children with autism via video technology: Which is better, “self” or “other” as a model? Behav Modif 2001; 25(1): 140-158. https://doi.org/10.1177/0145445501251008
Haring TG, Breen CG, Weiner J, Kennedy CH, Bednersh, F. Using videotape modeling to facilitate generalized purchasing skills. J Behav Educ 1995; 5(1): 29-53. https://doi.org/10.1007/BF02110213
Taylor BA, Levin L, Jasper S. Increasing play-related statements in children with autism toward their siblings: Effects of video modeling. J Dev Phys Disabil 1999; 11(3): 253-264. https://doi.org/10.1023/A:1021800716392
Kroeger KA, Schultz JR, Newsom CA. Comparison of two group-delivered social skills programs for young children with autism. J Autism Dev Disord 2007; 37(5): 808-817. https://doi.org/10.1007/s10803-006-0207-x
D'Ateno P, Mangiapanello K, Taylor BA. Using video modeling to teach complex play sequences to a preschooler with autism. J Posit Behav Interv 2003; 5(1): 5-11. https://doi.org/10.1177/10983007030050010801
Kleeberger V, Mirenda P. Teaching generalized imitation skills to a preschooler with autism using video modeling. J Posit Behav Interv 2010; 12(2): 116-127. https://doi.org/10.1177/1098300708329279
Larraceleta A. Intervenciones focalizadas basadas en la evidencia dirigidas al alumnado con Trastorno del Espectro Autista. Siglo Cero 2018; 49 (2): 266: 73-87. https://doi.org/10.14201/scero20184927387
Salvadó-Salvadó B, Palau-Baduell M, Clofent-Torrentó M, Montero-Camacho M, Hernández-Latorre MA. Modelos de intervención global en personas con trastorno del espectro autista. Rev Neurol 2012; 54 (1): 63-71. https://doi.org/10.33588/rn.54S01.2011710
Güemes I, Martín MC, Canal R, Posada M. Evaluación de la eficacia de las intervenciones psicoeducativas en los Trastornos del Espectro Autista. Madrid: IIER-Instituto de Salud Carlos III 2009.
Collaborative Work Group on Autistic Spectrum Disorders. Best practices for designing and delivering effective programs for individuals with autism spectrum disorders. California: California Departments of Education and Developmental Services 1997.
Anderson SR, Romanczyk RG. Early intervention for young children with autism: Continuum based behavioral models. J Assoc Pers Sev Handicaps 1999; 24: 162-73. https://doi.org/10.2511/rpsd.24.3.162
Ministries of Health and Education. Autism Spectrum Disorder Guideline. Wellington: New Zealand, Ministry of Health; 2008 [cited 2019 Oct 10]: Available from: http://www.health.govt.nz/system/files/documents/publications/nz-asd-guideline-aug16v2_0.pdf
ECRI INSTITUTE. Comprehensive Educational and Behavioral Interventions for the Treatment of Autism Spectrum Disorders. Plymouyth, Pensilvania: ECRI Institute 2009
National Collaborating Centre for Women’s and Children’s Health. Autism: recognition, referral and diagnosis of children and young people on the Autism Spectrum. London: RCOG Press; 2011 [cited 2019 Oct 10]: Available from: https://www.ncbi.nlm.nih.gov/books/NBK92985/pdf/Bookshelf_NBK92985.pdf
Cooper JO, Heron TE, Heward WL. Applied behavior analysis. 2nd ed. New Jersey: Prentice Hall 2007.
McCoy K, Hermansen E. Video modeling for individuals with autism: a review of model types and effects. Educ Treat Child 2007; 30(4): 183-213. https://doi.org/10.1353/etc.2007.0029
Rush KS, Mortenson BP, Birch SE. Evaluation of preference assessment procedures for use with infants and toddlers. Int J Behav Consult Ther 2010; 6(1): 2. https://doi.org/10.1037/h0100893
LeBlanc LA, Coates AM, Daneshvar S, Charlop Christy MH, Morris C, Lancaster B. M. Using video modeling and reinforcement to teach perspective taking skills to children with autism. J Appl Behav Anal 2003; 36 (2): 253-257. https://doi.org/10.1901/jaba.2003.36-253
MacDonald RF, Dickson C., Martineau M, Ahearn WH. Prerequisite skills that support learning through video modeling. Education and Treatment of Children 2015; 38(1): 33-48. https://doi.org/10.1353/etc.2015.0004
Maione L, Mirenda, P. Effects of video modeling and video feedback on peer‐directed social language skills of a child with autism. J Posit Behav Interv 2006; 8(2): 106-118. https://doi.org/10.1177/10983007060080020201
