The Effects of Video Self-Modeling on Children with Autism Spectrum Disorder.

Video self-modeling (VSM) is a type of intervention that has been developed to assist students in viewing themselves successfully in a wide variety of domains. The present study was designed to analyze the effects of VSM on children with autism spectrum disorder in an academic setting, with specific focus on improving on-task behavior and appropriate transitions. Participants were two children who were enrolled within the functional interrelated classroom and diagnosed with autism spectrum disorder. Using an alternating treatment design over a 20 day time period, participants received 10 days of VSM and 10 control days in a random order. Results indicated that for the first child on-task behavior significantly increased on VSM days compared to control days and maintenance was established by the increasing of on-task behavior during the weeks of implementation. For the second child, appropriate transitions significantly increased on VSM days compared to control days but maintenance was not established. Additionally, teachers’ ratings of participants’ behavior improved from a pre-test given before the intervention to the post-test conducted at the conclusion. Practical suggestions for implementing VSM are provided, in addition to suggestions for future research. Autism is a type of disorder included in the autism spectrum disorder (ASD) category. Other disorders in the category include Asperger’s syndrome and pervasive developmental disorder-not otherwise specified. Individuals with autism have a triad of impairments. These impairments include verbal and non-verbal communication, social interactions, resistance to environmental change (Delano, 2007) and restricted behaviors and interests (Braithwaite & Richdale, 2000; Delano, 2007). Examples of restricted behaviors and interests include unusual behaviors and habits or obsessions, such as repetitive ticks or motor routines. In addition, children with autism have deficits in attention behavior, eye contact, and processing of social stimuli. One of the most prominent deficits in children with autism is communication, as 30% of children with autism never develop a language to native-like proficiency. Volkmar, Cohen, and Paul (1985) found that parents of 50 children diagnosed with autism reported a variety of stereotyped movement including rocking (65%); toe walking (57%); arm, hand, or finger flapping (52%); and whirling (50%). The pervasive influence of autism spectrum disorder on diverse domains can have an adverse impact on a child’s educational performance (Delano, 2007) and can cause these children to lag behind peers. Consequently, educational programs for children with ASD must be multi-faceted and address communication and language development, social and affective development, life skills, and academics. For many years parents, teachers, and therapists have actively and aggressively pursued a wide range of approaches to treating students with ASD (Buggey, 2005). There have been many attempts to intervene with children who have ASD, some with reasonable success. This literature review will examine such attempts, focusing on a new technique known as video self-modeling and the practical significance its benefits has for children with autism.