Video Self-Modeling in Children with Autism: A Pilot Study Validating Prerequisite Skills and Extending the Utilization of VSM across Skill Sets

Abstract

Given the recent interest in the use of video self-modeling (VSM) to provide instruction within iPod apps and other pieces of handheld mobile assistive technologies, investigating appropriate prerequisite skills for effective use of this intervention is particularly timely and relevant. To provide additional information regarding the efficacy of VSM for students with autism and to provide insights into any possible prerequisite skills students may require for such efficacy, the authors investigated the use of VSM in increasing the instances of effective initiations of interpersonal greetings for three students with autism that exhibited different pre-intervention abilities. Results showed that only one of the three participants showed an increase in self-initiated greetings following the viewing of videos edited to show each participant self-modeling a greeting when entering his or her classroom. Due to the differences in initial skill sets between the three children, this finding supports anecdotally observed student prerequisite abilities mentioned in previous studies that may be required to effectively utilize video based teaching methods.

Public School–Based Interventions for Adolescents and Young Adults With an Autism Spectrum Disorder

“…The video-based studies in our review produced a consistently strong effect across the category with the exception of one outlier. In Study 34 (see Table 1), Williamson, Casey, Robertson, and Buggey (2012) investigated whether the participants' ability to imitate, to attend to a screen, and to recognize themselves on screen were prerequisite skills for video-based learning. The small effect size in this study was a consequence of the differing skills of the three participants.…”

Video modeling para enseñar habilidades sociales a niños con trastorno del espectro autista. Una revisión sistemática

“…Nueve de los estudios utilizan el VM como técnica principal de intervención, que puede ir acompañada o no de otras técnicas como el refuerzo positivo o las recompensas. Los vídeos utilizados están individualizados en función de las necesidades de cada participante (Macpherson et al, 2015;Charlop et al, 2010;Williamson et al, 2012) y todos obtienen resultados positivos al respecto.…”

“…El uso de instrucciones verbales y refuerzos en algunos de los estudios parece ser más efectivo para promover la adquisición, el mantenimiento y la generalización de la conducta (Miltenberger y Charlop, 2015). Por último, de todos los estudios seleccionados, cuatro de ellos (Apple et al, 2005;Boudreau y Harvey, 2013;Nikopoulos y Keenan, 2004;Wert y Neisworth, 2003) no evalúan la generalización y, en dos de ellos (Williamson et al, 2012;Wilson, 2013b), a pesar de haber tomado medidas al respecto, no analizan los datos en los resultados o estos no son suficientemente específicos y, por lo tanto, no se pueden extraer conclusiones al respecto.…”

“…El análisis del VM como herramienta para enseñar HHSS a personas con TEA muestra resultados positivos, excepto el estudio de Williamson et al (2012) que explica que el motivo por el que el VM no ha resultado eficaz en todos los participantes está relacionado con el nivel previo de habilidades de cada uno. Como se ha comentado anteriormente, para la aplicación de esta técnica es importante que los niños y niñas cumplan unos criterios previos y, como aclara el autor en su estudio, solo uno de los participantes los cumplía todos; el resto solo cumplía algunos de ellos y es precisamente en esos casos en los que el VM no ha mostrado efecto.…”

Using video modeling to improve the social communication of an adolescent with autism spectrum disorder

“…The majority of VM studies with those with ASD focus on simple discrete skills practiced in isolation such as greetings (Williamson, Casey, & Siegel, & Buggey, 2013) or giving a compliment (Apple, Billingsley, & Schwartz, 2003), but VM has also been used with more complex social skills. VMs of short conversation scripts with multiple conversation turns have increased conversation following the scripts with some improvement in response variation and generalization (Charlop & Milstein, 1989;Charlop, Gilmore, & Chang, 2008).…”