This paper provides an overview of video-based instruction for teaching assorted skills to individuals with disabilities. Video-based instruction is an umbrella term that refers to instructional techniques that present learners with video footage designed to teach a skill. A comprehensive description of the distinctive subcategories of video-based instruction (i.e., video modeling-other, video self-modeling, video feedback, point-of-view video modeling, video prompting) is included. Additionally, this manuscript provides practitioners with an illustrative sample of existing video-based instruction literature, a concept map of video-based instruction nomenclature, as well as guidelines and pragmatic information related to planning and deploying video-based instruction for learners with disabilities in clinical and/or school settings. Key extractions from the video-based instruction literature base are synthesized and analyzed in respect to limitations, and implications for future research are discussed.
ClintonE. Using video modeling to teach academic skills to students with disabilities: a review of the literature. The International Journal of Applied Research. 2015; Oct 1; 1(11): 382-390.
2.
NikopoulosCK, CanavanC, Nikopoulou-SmyrniP. Generalized effects of video modeling on establishing instructional stimulus control in children with autism results of a preliminary study. Journal of Positive Behavior Interventions. 2009; Oct 1; 11(4): 198-207.
3.
ShererM, PierceKL, ParedesS, KisackyKL, IngersollB, SchreibmanL. Enhancing conversation skills in children with autism via video technology which is better, ``self'' or ``other'' as a model? Behavior Modification. 2001; Jan 1; 25(1): 140-58.
4.
SimpsonA, LangoneJ, AyresKM. Embedded video and computer based instruction to improve social skills for students with autism. Education and Training in Developmental Disabilities. 2004; Sep 1: 240-52.
5.
WilsonKP. Incorporating video modeling into a school-based intervention for students with autism spectrum disorders. Language, Speech, and Hearing Services in Schools. 2013; Jan 1; 44(1): 105-17.
6.
BanduraA. Social-learning theory of identificatory processes. Handbook of Socialization Theory and Research. 1969; 213: 262.
7.
BakerSD, LangR, O'ReillyM. Review of video modeling with students with emotional and behavioral disorders. Education and Treatment of Children. 2009; 32(3): 403-20.
8.
SmithM, AyresK, MechlingL, SmithK. Comparison of the effects of video modeling with narration vs. video modeling on the functional skill acquisition of adolescents with autism. Education and Training in Autism and Developmental Disabilities. 2013; Jun 1: 164-78.
9.
CorbettBA, AbdullahM. Video modeling: why does it work for children with autism? Journal of Early and Intensive Behavior Intervention. 2005; 2(1): 2.
10.
CharlopMH, MilsteinJP. Teaching autistic children conversational speech using video modeling. Journal of Applied Behavior Analysis. 1989; Sep 1; 22(3): 275-85.
11.
CharlopMH, WalshME. Increasing autistic children's spontaneous verbalizations of affection: An assessment of time delay and peer modeling procedures. Journal of Applied Behavior Analysis. 1986; Sep 1; 19(3): 307-14.
12.
D'AtenoP, MangiapanelloK, TaylorBA. Using video modeling to teach complex play sequences to a preschooler with autism. Journal of Positive Behavior Interventions. 2003; Jan 1; 5(1): 5-11.
13.
TaylorBA, LevinL, JasperS. Increasing play-related statements in children with autism toward their siblings: Effects of video modeling. Journal of Developmental and Physical Disabilities. 1999; Sep 1; 11(3): 253-64.
14.
WertBY, NeisworthJT. Effects of video self-modeling on spontaneous requesting in children with autism. Journal of Positive Behavior Interventions. 2003; Jan 1; 5(1): 30-4.
15.
CorbettBA. Video modeling: A window into the world of autism. The Behavior Analyst Today. 2003; 4(3): 367.
16.
Charlop-ChristyMH, DaneshvarS. Using video modeling to teach perspective taking to children with autism. Journal of Positive Behavior Interventions. 2003; Jan 1; 5(1): 12-21.
17.
LeBlancLA, CoatesAM, DaneshvarS, Charlop-ChristyMH, MorrisC, LancasterBM. Using video modeling and reinforcement to teach perspective-taking skills to children with autism. Journal of Applied Behavior Analysis. 2003; Jun 1; 36(2): 253-7.
18.
KinneyEM, VedoraJ, StromerR. Computer-presented video models to teach generative spelling to a child with an autism spectrum disorder. Journal of Positive Behavior Interventions. 2003; Jan 1; 5(1): 22-9.
19.
Shipley-BenamouR, LutzkerJR, TaubmanM. Teaching daily living skills to children with autism through instructional video modeling. Journal of Positive Behavior Interventions. 2002; Jul 1; 4(3): 166-77.
20.
DowrickPW. Practical guide to using video in the behavioral sciences. John Wiley & Sons Inc; 1991.
21.
IrwinRB. Training speech pathologists through microtherapy. Journal of Communication Disorders. 1981; Mar 31; 14(2): 93-103.
22.
MasonRA, GanzJB, ParkerRI, BurkeMD, CamargoSP. Moderating factors of video-modeling with other as model: A meta-analysis of single-case studies. Research in Developmental Disabilities. 2012; Aug 31; 33(4): 1076-86.
23.
BuggeyT. Video self-modeling applications with students with autism spectrum disorder in a small private school setting. Focus on Autism and Other Developmental Disabilities. 2005; Feb 1; 20(1): 52-63.
24.
Collier-MeekMA, FallonLM, JohnsonAH, SanettiLM, DelcampoMA. Constructing self-modeling videos: procedures and technology. Psychology in the Schools. 2012; Jan 1; 49(1): 3-14.
25.
DowrickPW. A review of self modeling and related interventions. Applied and Preventive Psychology. 2000; Feb 29; 8(1): 23-39.
26.
HitchcockCH, DowrickPW, PraterMA. Video self-modeling intervention in school-based settings a review. Remedial and Special Education. 2003; 24(1): 36-45.
27.
BelliniS, McConnellLL. Strength-based educational programming for students with autism spectrum disorders: A case for video self-modeling. Preventing School Failure: Alternative Education for Children and Youth. 2010; May 19; 54(4): 220-7.
28.
ClareSK, JensonWR, KehleTJ, BrayMA. Self-modeling as a treatment for increasing on-task behavior. Psychology in the Schools. 2000; Nov 1; 37(6): 517-22.
29.
Rickards-SchlichtingKA, KehleTJ, BrayMA. A self-modeling intervention for high school students with public speaking anxiety. Journal of Applied School Psychology. 2004; Dec 21; 20(2): 47-60.
30.
KehleTJ, MadausMR, BarattaVS, BrayMA. Augmented self-modeling as a treatment for children with selective mutism. Journal of School Psychology. 1998; Nov 30; 36(3): 247-60.
31.
BelliniS, AkullianJ, HopfA. Increasing social engagement in young children with autism spectrum disorders using video self-modeling. School Psychology Review. 2007; Mar 1; 36(1): 80.
32.
GoodwynFD, HattonHL, VannestKJ, GanzJB. Video modeling and video feedback interventions for students with emotional and behavioral disorders. Beyond Behavior. 2013; Jan 1; 22(2): 14-8.
33.
ClarkeMA, BrayMA, KehleTJ, TruscottSD. A school-based intervention designed to reduce the frequency of tics in children with Tourette's syndrome. School Psychology Review. 2001; Mar 1; 30(1): 11.
34.
ShresthaA, AndersonA, MooreDW. Using point-of-view video modeling and forward chaining to teach a functional self-help skill to a child with autism. Journal of Behavioral Education. 2013; Jun 1; 22(2): 157-67.
35.
HineJF, WoleryM. Using point-of-view video modeling to teach play to preschoolers with autism. Topics in Early Childhood Special Education. 2006; Apr 1; 26(2): 83-93.
36.
MasonRA, DavisHS, BolesMB, GoodwynF. Efficacy of point-of-view video modeling a meta-analysis. Remedial and Special Education. 2013; Nov 1; 34(6): 333-45.
37.
TetreaultAS, LermanDC. Teaching social skills to children with autism using point-of-view video modeling. Education and Treatment of Children. 2010; 33(3): 395-419.
38.
AlbertoPA, CihakDF, GamaRI. Use of static picture prompts versus video modeling during simulation instruction. Research in Developmental Disabilities. 2005; Aug 31; 26(4): 327-39.
39.
HammondDL, WhatleyAD, AyresKM, GastDL. Effectiveness of video modeling to teach iPod use to students with moderate intellectual disabilities. Education and Training in Autism and Developmental Disabilities. 2010; Dec 1: 525-38.
40.
Le GriceB, BlampiedNM. Training pupils with intellectual disability to operate educational technology using video prompting. Education and Training in Mental Retardation and Developmental Disabilities. 1994; Dec 1: 321-30.
41.
CihakDF. Comparing pictorial and video modeling activity schedules during transitions for students with autism spectrum disorders. Research in Autism Spectrum Disorders. 2011; Mar 31; 5(1): 433-41.
42.
CihakD, FahrenkrogC, AyresKM, SmithC. The use of video modeling via a video iPod and a system of least prompts to improve transitional behaviors for students with autism spectrum disorders in the general education classroom. Journal of Positive Behavior Interventions. 2009; Feb 19.
43.
SchreibmanL, WhalenC, StahmerAC. The use of video priming to reduce disruptive transition behavior in children with autism. Journal of Positive Behavior Interventions. 2000; Jan 1; 2(1): 3-11.
44.
Kern-DunlapL, DunlapG, ClarkeS, ChildsKE, WhiteRL, StewartMP. Effects of a videotape feedback package on the peer interactions of children with serious behavioral and emotional challenges. Journal of Applied Behavior Analysis. 1992; Jun 1; 25(2): 355-64.
45.
LosinskiM, WisemanN, WhiteSA, BalluchF. A meta-analysis of video-modeling based interventions for reduction of challenging behaviors for students with EBD. The Journal of Special Education. 2015; Aug 28: 0022466915602493.
46.
BoothSR, FairbankDW. Videotape feedback as a behavior management technique. Behavioral Disorders. 1983; Nov 1: 55-9.
47.
KehleTJ, ClarkE,JensonWR,WampoldBE.Effectiveness of self-observation with behavior disordered elementary school children. School Psychology Review. 1986.
48.
FalkGD, DunlapG, KernL. An analysis of self-evaluation and videotape feedback for improving the peer interactions of students with externalizing and internalizing behavioral problems. Behavioral Disorders. 1996; Aug 1: 261-76.
49.
KernL, WackerDP, MaceFC, FalkGD, DunlapG, KromreyJD. Improving the peer interactions of students with emotional and behavioral disorders through self-evaluation procedures: A component analysis and group application. Journal of Applied Behavior Analysis. 1995; Mar 1; 28(1): 47-59.
50.
ThiemannKS, GoldsteinH. Social stories, written text cues, and video feedback: Effects on social communication of children with autism. Journal of Applied Behavior Analysis. 2001; Dec 1; 34(4): 425-46.
51.
Van LaarhovenT, Laarhoven-MyersV, ZuritaLM. The effectiveness of using a pocket PC as a video modeling and feedback device for individuals with developmental disabilities in vocational settings. Assistive Technology Outcomes and Benefits. 2007; 4(1): 28-45.
52.
MaioneL, MirendaP. Effects of video modeling and video feedback on peer-directed social language skills of a child with autism. Journal of Positive Behavior Interventions. 2006; Apr 1; 8(2): 106-18.
53.
MechlingL. The effect of instructor-created video programs to teach students with disabilities: a literature review. Journal of Special Education Technology. 2005; Apr 1; 20(2): 25.
54.
Cannella-MaloneH, SigafoosJ, O'ReillyM, de la CruzB, EdrisinhaC, LancioniGE. Comparing video prompting to video modeling for teaching daily living skills to six adults with developmental disabilities. Education and Training in Developmental Disabilities. 2006; Dec 1: 344-56.
55.
GravesTB, CollinsBC, SchusterJW, KleinertH. Using video prompting to teach cooking skills to secondary students with moderate disabilities. Education and Training in Developmental Disabilities. 2005; Mar 1: 34-46.
56.
SigafoosJ, O'ReillyM, CannellaH, UpadhyayaM, EdrisinhaC, LancioniGE, HundleyA, AndrewsA, GarverC, YoungD. Computer-presented video prompting for teaching microwave oven use to three adults with developmental disabilities. Journal of Behavioral Education. 2005; Sep 1; 14(3): 189-201.
57.
SigafoosJ, O'ReillyM, CannellaH, EdrisinhaC, de la CruzB, UpadhyayaM, LancioniGE, HundleyA, AndrewsA, GarverC, YoungD. Evaluation of a video prompting and fading procedure for teaching dish washing skills to adults with developmental disabilities. Journal of Behavioral Education. 2007; Jun 1; 16(2): 93-109.
58.
AyresKM, LangoneJ. Intervention and instruction with video for students with autism: A review of the literature. Education and Training in Developmental Disabilities. 2005; Jun 1: 183-96.
59.
DelanoME. Video modeling interventions for individuals with autism. Remedial and Special Education. 2007; Jan 1; 28(1): 33-42.
60.
RaynerC, DenholmC, SigafoosJ. Video-based intervention for individuals with autism: Key questions that remain unanswered. Research in Autism Spectrum Disorders. 2009; Jun 30; 3(2): 291-303.
61.
Shukla-MehtaS, MillerT, CallahanKJ. Evaluating the effectiveness of video instruction on social and communication skills training for children with autism spectrum disorders: A review of the literature. Focus on Autism and Other Developmental Disabilities. 2009; Dec 29.
62.
BelliniS, AkullianJ. A meta-analysis of video modeling and video self-modeling interventions for children and adolescents with autism spectrum disorders. Exceptional Children. 2007; Apr 1; 73(3): 264-87.
63.
NikopoulosCK, KeenanM. Effects of video modeling on social initiations by children with autism. Journal of Applied Behavior Analysis. 2004; Mar 1; 37(1): 93-6.
64.
NikopoulosCK, KeenanM. Using video modeling to teach complex social sequences to children with autism. Journal of Autism and Developmental Disorders. 2007; Apr 1; 37(4): 678-93.
65.
BelliniS, PetersJK, BennerL, HopfA. A meta-analysis of school-based social skills interventions for children with autism spectrum disorders. Remedial and Special Education. 2007; May 1; 28(3): 153-62.
MasonRA, GanzJB, ParkerRI, BolesMB, DavisHS, RispoliMJ. Video-based modeling: Differential effects due to treatment protocol. Research in Autism Spectrum Disorders. 2013; Jan 31; 7(1): 120-31.
68.
McCoyK, HermansenE. Video modeling for individuals with autism: a review of model types and effects. Education and Treatment of Children. 2007; Nov 1: 183-213.
69.
Charlop-ChristyMH, DaneshvarS. Using video modeling to teach perspective taking to children with autism. Journal of Positive Behavior Interventions. 2003; Jan 1; 5(1): 12-21.
70.
GardnerS, WolfeP. Use of video modeling and video prompting interventions for teaching daily living skills to individuals with autism spectrum disorders: A review. Research and Practice for Persons with Severe Disabilities. 2013; Jun 1; 38(2): 73-87.
71.
MacDonaldR, SacramoneS, MansfieldR, WiltzK, AhearnWH. Using video modeling to teach reciprocal pretend play to children with autism. Journal of Applied Behavior Analysis. 2009; Mar 1; 42(1): 43-55.
72.
ReagonKA, HigbeeTS, EndicottK. Teaching pretend play skills to a student with autism using video modeling with a sibling as model and play partner. Education and Treatment of Children. 2006; Aug 1: 517-28.
73.
PraterMA, CarterN, HitchcockC, DowrickP. Video self-modeling to improve academic performance: A literature review. Psychology in the Schools. 2012; Jan 1; 49(1): 71-81.
74.
NevinJA, MandellC, AtakJR. The analysis of behavioral momentum. Journal of the Experimental Analysis of Behavior. 1983; Jan 1; 39(1): 49-59.
75.
ClintonE, CleesTJ. High-preference strategies and other interspersal procedures for learners with disabilities: a review of the literature. 4(2): 1-27.
