Video-based intervention for individuals with autism: Key questions that remain unanswered

Rayner, Christopher; Denholm, Carey; Sigafoos, Jeff

doi:10.1016/j.rasd.2008.09.001

Cited by 127 publications

(111 citation statements)

References 53 publications

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“…Although VM has been identified as an evidence-based practice (Bellini & Akullian, 2007;Plavnick, 2013) questions remain as to which types of VM are most effective, which of the various components that may be included into the intervention are most likely to yield positive outcomes, and for whom VM is most likely to be effective (Rayner, et al, 2009). …”

Section: Review Of the Literaturementioning

confidence: 99%

The Effects of Two Video Modeling Interventions on the Independent Living Skills of Students With Autism Spectrum Disorder and Intellectual Disability

Wynkoop

2017

J Spec Educ Technol

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iii Individuals with autism spectrum disorder (ASD) and intellectual disability (ID) often have independent living skill deficits. Video modeling (VM) may be one particularly effective intervention to improve skills in this area. However, the most effective and efficient variations have yet to be determined. The researcher conducted a search for studies investigating the effects of VM on the independent living skills of school-aged students with ASD and/or ID. Nineteen single-subject studies and 65 participants were coded according to a number of variables. Results of the review suggested that certain participant characteristics and intervention components were more often associated with increased intervention effectiveness. The researcher discusses possible correlations, shares potential implications for practitioners, and proposes directions for future research. Based on findings of the review, the researcher conducted a single-subject study and results are outlined. Using an adapted alternating treatments design, the researcher investigated the comparative effects of VM plus least-to-most prompting and reinforcement (VM+P&R), continuous video modeling plus least-to-most prompting and reinforcement (CVM+P&R), and least-to-most prompting plus reinforcement alone (P&R) on the independent (2015) showed that poor adaptive behavior in individuals with ASD was the strongest predictor of unemployment, social isolation, depression, and lower overall quality of life in adulthood. THE EFFECTS OF TWO VIDEO MODELING INTERVENTIONS ON THE INDEPENDENT LIVING SKILLS OF STUDENTS WITH AUTISM SPECTRUM DISORDER AND INTELLECTUAL DISABILITYFinally, Taylor and Mailick (2013) found that, over a 10-year period, the educational and vocational activities of individuals with ASD between the ages of 18 and 52 remained at a staggering halt or demonstrated a steady downward trend. More importantly, the authors found a strong correlation between poor independent living skills and a decline in participation of educational and vocational activities (Taylor & Mailick, 2013).Evidence emphasizes the fact that adaptive and independent living skills strongly predict independent living outcomes for adults with disabilities such as ASD and ID. Findings speak to the importance of addressing adaptive behavior and independent living skills in children and adolescents with ASD and ID to better prepare them for the unavoidable transition to adulthood. Improving independent living skills not only benefits individuals with disabilities but also their families.When it comes to best practices for instructing students with ASD and ID, the importance of using systematic instruction cannot be overstated. Systematic instruction is a set of evidence- 4 A fourth practice, task analysis, involves breaking a skill into small, manageable steps and teaching each step to a child in a systematic manner (Cooper et al., 2007). Bennet, Ramasamy, and Honsberger (2013) used a task analysis to teach students to use a folding board to fold T-shirts. Finally, modeling makes ...

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Section: Review Of the Literaturementioning

confidence: 99%

The Effects of Two Video Modeling Interventions on the Independent Living Skills of Students With Autism Spectrum Disorder and Intellectual Disability

Wynkoop

2017

J Spec Educ Technol

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“…Third, generalization of mands was not assessed. Particularly because past video modeling research indicates better potential for generalization than other behavioral interventions (Rayner, Denholm, & Sigafoos, 2009), a comparison of generalized mands would have been ideal to include in the present investigation. Future research can and should address this limitation with a systematic replication that includes an assessment for generalization.…”

Section: Discussionmentioning

confidence: 99%

A Comparison of Vocal Mand Training Strategies for Children With Autism Spectrum Disorders

Plavnick

Vitale

2014

Journal of Positive Behavior Interventions

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Based on Skinner's classification of verbal behavior, the mand is the first and most advantageous verbal operant to develop. Deficits in vocal mand repertoires are common in children with autism spectrum disorders (ASD) and can lead to decreased social interaction and increased problem behavior. The present investigation compared the effects of two mand training procedures on the acquisition and mastery of vocal mands by four young children with ASD using an adapted alternating treatment design. An in vivo mand training procedure, which involved the therapist contriving an establishing operation and delivering a vocal model, was compared with a video modeling procedure wherein the therapist presented a video model prior to contriving an establishing operation. Overall, participants acquired and mastered mands assigned to the video modeling condition faster than mands assigned to the in vivo mand training condition. The results demonstrate the potential efficacy of video modeling for teaching verbal operants to children with ASD.

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“…Therefore, it is suggested that when compared to other forms of VM, point-of-view video models may be most effective in limiting the irrelevant stimuli and drawing children's attention to the relevant stimuli (Rayner et al 2009;Tetreault and Lerman 2010). By filming a VM from the student's perspective, point-of-view video models may better support the learning of the targeted behavior or skill than any other form of VM.…”

Section: Advantages Of Point-of-view Video Modelingmentioning

confidence: 99%

The Effectiveness of Point-of-View Video Modeling as a Social Skills Intervention for Children with Autism Spectrum Disorders

Lee

2015

Rev J Autism Dev Disord

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Distinguishing characteristics of individuals with autism spectrum disorder (ASD) are deficits in social communication and interaction. Point-of-view video modeling has the potential to address these deficits. Therefore, the literature review investigated research targeting social skills through the application of point-of-view video modeling. Both electronic and ancestral searches of the literature yielded five pertinent studies, which included research conducted from 2006 to 2012, and included participants between the ages of 2 and 8 years of age. The limited number of studies which addressed this area provided inconclusive results. Consequently, there continues to be unanswered questions, which include investigating necessary prerequisite skills, video priming and prompting, length of video models, and how both generalization and maintenance of social skills can be enhanced.

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Video-based intervention for individuals with autism: Key questions that remain unanswered

Cited by 127 publications

References 53 publications

The Effects of Two Video Modeling Interventions on the Independent Living Skills of Students With Autism Spectrum Disorder and Intellectual Disability

The Effects of Two Video Modeling Interventions on the Independent Living Skills of Students With Autism Spectrum Disorder and Intellectual Disability

A Comparison of Vocal Mand Training Strategies for Children With Autism Spectrum Disorders

The Effectiveness of Point-of-View Video Modeling as a Social Skills Intervention for Children with Autism Spectrum Disorders

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