The research literature suggests that video modeling and video self-modeling are effective interventions for working with children and adolescents with autism spectrum disorders (see Bellini & Akullian, 2007 for meta-analysis). In addition, video modeling has been endorsed as an evidence-based practice by the National Professional Center on Autism Spectrum Disorders (see more information at: http://autismpdc.fpg.unc.edu/content/video-modeling).
Not only is video self-modeling evidence-based, but it is an easy intervention to implement that requires limited materials and time. A teacher, parent, or instructional assistant can easily use this strategy to teach a student a variety of different types of skills such as academic, social, functional, and vocational skills.
Steps for the Implementation of a Video Self-Modeling Intervention
(Adapted from the National Professional Development Center on Autism Spectrum Disorders)
(Adapted from the National Professional Development Center on Autism Spectrum Disorders)
