Video Self-Modeling (VSM) provides individuals the opportunity to view themselves performing a task beyond their present functioning level through the careful editing of videos. In this study, a single-case multiple-baseline design was used to determine whether VSM would facilitate social initiations across three young children (M = 3 years 10 months) on the autism spectrum. Although VSM has been found to enhance skills in younger children with autism spectrum disorders, no changes in behavior were noted for the participants in this study. The relationship between age and VSM efficacy is discussed along with other factors that may influence VSM outcomes with young children.
AyresK. M.LangoneJ. (2005). Intervention and instruction with video for students with autism: A review of the literature. Education and Training in Developmental Disabilities, 40, 183–196.
2.
BanduraA. (2001). Social cognitive theory: An agentic perspective. Annual Review of Psychology, 52, 1–26.
3.
BayleyN. (2005). Bayley Scales of Infant and Toddler Development (3rd ed.). San Antonio, TX: Pearson Assessment.
4.
BelliniS.AkullianJ. (2007). A meta-analysis of video modeling and video self-modeling interventions for children and adolescents with autism spectrum disorders. Exceptional Children, 73, 261–284.
5.
BelliniS.AkullianJ.HopfA. (2007). Increasing social engagement in young children with autism spectrum disorders using video self-modeling. School Psychology Review, 36, 80–90.
6.
BuggeyT. (2005). Applications of video self-modeling with children with autism in a small private school. Focus on Autism and Other Developmental Disabilities, 20, 180–204.
7.
BuggeyT. (2007). A picture is worth: Video self-modeling applications at school and home. Journal of Positive Behavior Interventions, 9, 151–158.
8.
BuggeyT.HoomesG.SherbergerM. E.WilliamsS. (2011). Facilitating social initiations of preschoolers with autism spectrum disorders using video self-modeling. Focus on Autism and Other Developmental Disabilities, 26, 25–36.
9.
ClarkE.BeckD.SloaneH.GoldsmithD.JensonW.BowenJ.KehleT. (1993). Self-modeling with preschoolers: Is it different. School Psychology International, 14, 83–89.
10.
DelanoM. E. (2007). Video modeling interventions for individuals with autism. Remedial and Special Education, 28, 33–42.
11.
DowrickP. W. (1983). Self-modeling. In DowrickP. W.BiggsJ. (Eds.), Using video: Psychological and social applications (pp. 105–124). New York, NY: John Wiley.
12.
DowrickP. W.RaeburnJ. M. (1995). Self-modeling: Rapid skill training for children with physical disabilities. Journal of Developmental and Physical Disabilities, 7, 25–36.
13.
GilliamJ. E. (2006). Gilliam Autism Rating Scale (2nd ed.). San Antonio, TX: Pearson Assessment.
14.
HarrisonP.OaklandT. (2003). Adaptive Behavior Assessment System (2nd ed.). San Antonio, TX: Pearson Assessment.
15.
HitchcockC. H.DowrickP. W.PraterM. A. (2003). Video self-modeling intervention in school-based settings: A review. Remedial and Special Education, 24, 36–45.
16.
HornerR. H.CarrE. G.HalleJ.McGeeG.OdomA.WoleryM. (2005). The use of single-subject research to identify evidence-based practice in special education. Exceptional Children, 71, 165–179.
17.
KennedyC. (2005). Single-case designs for educational research. Boston, MA: Pearson.
18.
McCoyK.HermansenE. (2007). Video modeling for individuals with autism: A review of model types and effects. Education and Treatment of Children, 30, 183–213.
19.
MeyerJ. A.MundyP. C.van HeckeA. V.DurocherJ. S. (2006). Social attribution processes and comorbid psychiatric symptoms in children with Asperger syndrome. Autism, 10, 383–402.
WertB. W.NeisworthJ. T. (2003). Effects of video self-modeling on spontaneous requesting in children with autism. Journal of Positive Behavior Interventions, 5, 300–305.
