Videotaped self-modeling (VSM) Was developed as a means to alloW participants to vieW themselves in situations Where they are performing at a more advanced level than they typically function. VSM has been used effectively to train positive behaviors and reduce unWanted behaviors across a range of ages and behaviors; hoWever, feW studies of VSM have been conducted With students With autism. The present study Was designed to analyze the effects that VSM had on children With autism spectrum disorders across a variety of behaviors, including language, social initiations, tantrums, and aggression. Multiple-baseline designs across students and behaviors Were used to evaluate performance in several substudies. The results indicated that all of the 5 participants exhibited immediate and significant gains and that those gains Were maintained after cessation of treatment. The findings suggest that VSM may constitute a positive behavior change intervention Worthy of consideration for persons With autism.
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