Video Modeling and Social Skills Learning in ASD-HF

Abstract

Autism spectrum disorders represent a heterogeneous group of clinical situations, and are mainly represented by a deficit of social communication. In this study, we compare two strategies to enhance communicative/social skills, namely self-video modeling and peer video modeling. The subjects were divided into two groups treated via the method of self-video modeling (group 1) or peer video modeling (group 2). For both groups of subjects affected by ASD-HF (Autism Spectrum Disorder-high-functioning), three different activities were proposed: (a) interacting with a salesperson while making a purchase, (b) initiating and maintaining a conversation with peers, and (c) starting and maintaining an enjoyable activity with a peer. The ability to rapidly accomplish the task was used as the main criteria to appraise the groups’ responses to the proposed activities. In group 1, the use of self-video modeling procedures demonstrated a faster and correct execution of the three proposed tasks (especially task 3) when compared to group 2. In group 2, the use of peer video modeling has instead led to a slower acquisition of abilities to process and perform the tasks. The use of self-video modeling speeds up the acquisition of skills to perform communicative/social tasks, compared to peer video modeling’s slower performance in subjects with ASD-HF. Results could be related to either the amount of time the subject is exposed to the task or to the capacity of ASD-HF subjects to self-value one’s own actions more than others. In our work, we have tried to reset the differences in exposure time. Therefore, self-video modeling is demonstrated to be more effective, as it produces a response to the signification/mirroring characteristic of ASD-HF.

Relationships between Affect Recognition, Empathy, Alexithymia, and Co-Occurring Conditions in Autism

“…Such technology-based interventions include video modeling (e.g., recording videos of the self or a peer to later watch and perform) and virtual reality techniques (e.g., interactive situation-based learning opportunities). One study found that modeling based on recorded self-recordings was associated with faster acquisition of affect recognition and empathic responses skills compared to peer-video recording modeling [ 48 ]. Preliminary studies have found this method was effective in teaching children to recognize and label emotions, even in nonverbal participants [ 49 ].…”

Social Cognition in Neurodevelopmental Disorders and Epilepsy

“…Regarding the patients with level 1 ASD, several studies proved a significant impairment in social cognition abilities ( 36 – 38 ). Our study confirmed lower performances in ER and ToM compared with the TD group (76% of children and adolescents with ASD scored under 2 standard deviations in ER and 82% in ToM).…”

Pengembangan video profil dwibahasa untuk promosi wisata daerah di Kabupaten Landak

“…Mentor Video mucul sebagai contoh pemodelan dalam perkembangan media sosial dalam melesatnya kemajuan teknologi. Tidak seperti Video Modelling yang mengunakan sebuah video contoh yang memberikan gambaran perilaku untuk ditiru dalam pelatihan (DiGennaro Reed dkk., 2023) yang juga sudah banyak diaplikasikan untuk pengajaran murid yang berkebutuhan khusus seperti autisme dalam membaca (Egarr & Storey, 2022), STEM (Wright et al, 2020),dan kemampuan sosial (Alhuzimi, 2022;Frolli et al, 2020;Petursdottir & Gudmundsdottir, 2023); konsep Mentor Video dalam penelitian ini lebih ke penggunaan contoh video sebagai standar acuan dalam pengembangan konten.…”