Video Modeling for Individuals With Autism: A Review of Model Types and Effects
Education and Treatment of Children
McCoy, K., & Hermansen, E. (2007).
Education and Treatment of Children, 30(4), 183-213.
This literature review investigates the effects of different video modeling perspectives (i.e., from the perspective of adults, peers, self, point-of-view, and mixed) on academic and social skills outcomes in individuals on the autism spectrum.
Not stated
Search not limited by date; however, the included studies range from 1987 to 2006
Peer-reviewed research studies (not further specified)
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The included studies demonstrated variable effectiveness when using mixed models to teach social initiations, conversation skills, and play skills. Interventions that used adult models showed effectiveness in improving play skills, perspective-taking skills, conversation skills, purchasing skills, and generative spelling skills. Interventions that used peer models showed effectiveness in improving and generalizing language skills in social situations (e.g., play skills, independent living skills).
Findings indicated video modeling intervention produced positive results with adults, peers, self, or visual point-of-view as models. Findings also indicated self and peers to be the models with the most significant impact.
