Video Self-Modeling for Individuals with Disabilities: A Best-Evidence, Single Case Meta-Analysis
Journal of Developmental and Physical Disabilities
Mason, R. A., Davis, H. S., et al. (2016).
Journal of Developmental and Physical Disabilities, 28(4), 623-642.
This systematic review and meta-analysis investigates the effects of video self-modeling on functional outcomes (e.g., communication, academic performance, independent living) in individuals with various disabilities. The review also examines the differential effects of the intervention based on participant and service delivery characteristics.
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Single-subject design studies
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VSM implemented alone (IRD= -.86) yielded differentially larger effects than when VSM was implemented with as part of a packaged intervention (IRD= 0.58) or alongside a programmed reinforcement (IRD= 0.70). These results may be due to the majority of VSM studies were conducted primarily with individuals on the autism spectrum, therefore, the differences of package components may be due to participant characteristics (i.e., challenges with social-communication tasks) and the ability to fully engage with the video model.
Findings demonstrated strong, positive effects on targeted skills for individuals on the autism spectrum (IRD= 0.88, 95% CI= 0.85- 0.91). Little or no change was noted for individuals with learning disabilities, while limited evidence supported a small effect for individuals with intellectual disabilities (IRD= 0.37) and a large effect for individuals with emotional and behavioral disabilities (IRD= 0.81). Findings did not indicate age as a moderating factor of effectiveness of video self-modeling (VSM), but the majority of included studies were conducted with preschool and elementary-age participants. There was limited support for the efficacy of VSM to enhance social-communication and independent living skills for secondary and post-secondary students on the autism spectrum or with intellectual disabilities.
Overall, video self-modeling interventions were associated with strong, positive changes in targeted outcomes (IRD= 0.73; 95% CI= 0.69-0.78) for individuals with disabilities. However, the wide range of effect sizes across studies (IRD= -0.75 to 0.95) suggests differences across client characteristics, intervention protocols, and targeted outcomes.
Results demonstrated stronger effects when VSM addressed behavior (IRD= 0.88) or independent living (IRD= 0.84) outcomes than when addressing social skills (0.76) or academic (IRD= 0.25) outcomes.
In analysis of the implementation methods of video self-modeling, the included studies demonstrated strong evidence indicating that positive self-review (IRD= 0.88) had a larger effect on outcomes than feedforward (IRD= 0.61).
