Video Self-Modeling Applications With Students With Autism Spectrum Disorder in a Small Private School Setting
By Buggey, Tom; Focus on Autism and Other Developmental Disabilities, Vol. 20, No. 1, pp. 52-63Publication Date: Spring 2005
Paper discusses videotaped self-modeling (VSM), which was developed to allow participants to view themselves in situations where they are performing at a more advanced level than they typically function. The intervention has been utilized in order to train positive behaviors and reduce unwanted behaviors across a broad spectrum of ages and disabilities, though very few studies of VSM interventions have been conducted with students with autism. A study was conducted in order to analyze the effects that VSM had on children with autism spectrum disorder across a variety of behaviors, including language, social initiations, tantrums, and aggression. Five children who were attending middle school participated in the study. Three-minute videotapes were created that showed the participants engaging in typical social interactions, while an audiovisual introduction was added in which the participants’ behaviors were named. The participants were then shown the videos on each school day for roughly three weeks. The interventions were found to yield immediate positive changes in behavior, which were maintained after the treatment phases ended. The authors contend that these findings suggest that VSM may be an effective intervention for students with autism spectrum disorder who exhibit inappropriate behaviors.
Published by: PRO-ED, Inc. (Website:http://www.proedinc.com)
Division on Developmental Disabilities (DDD) of the Council for Exceptional Children (CEC) (Web Site: http://www.dddcec.org )
