Stories

April 20, 2011

By Dr. Jill Krata

New research indicates that video modeling is effective in enhancing social communication and functional skills in children and adolescents with autism spectrum disorders (ASD).

Video modeling entails watching a video of a desired behavior and then imitating that behavior.  Video models can be used with peers, siblings or adults (Bellini & Akullian, 2007).  A similar intervention, video self-modeling, allows the individual to imitate targeted behaviors by observing him or herself successfully performing a behavior on video.

Research suggests that children are more likely to respond to a model that they perceive as skillful, and who are similar to themselves, either by physical characteristics, age, group, affiliation or ethnicity.

Promoting and Maintaining New Skills

These interventions not only help individuals with autism learn news skills and maintain them over time, but also have met evidenced-based practice standards. Video modeling and video self-modeling, which eliminate social distractions and anxiety, are especially helpful interventions for children and adolescents with ASD because they help individuals see that they can accomplish tasks being modeled.

Easing Anxiety While Learning

Children with ASD typically focus on details, rather than the bigger picture, so watching these videos also helps increase their attention to the desired behavior reflected in the video.  For many individuals, watching a video creates less anxiety than interacting with a person and is more likely to promote learning. The positive gains – new skills or desired behaviors – from this intervention are maintained for months after the intervention is over. This is particularly important for children and adolescents with autism who have difficulty transferring skills from one setting to another.

Visual Learners

The reason these interventions are successful may be because they integrate a visually-cued instruction. Research shows that using video models is particularly effective for children who enjoy watching videos and prefer visual learning. These interventions can be implemented with minimal human interaction which, again, reduces much of the distress and anxiety related to social interactions for children with autism (Bellini & Akullian, 2007).

Enhanced Social-Communication Skills

Video modeling and self-modeling lead to substantial increases in verbal requests and responses in children with autism. The success of video modeling and video self-modeling in promoting conversation skills for children and adolescents with autism has also been well documented. Video modeling is effective in teaching conversational skills to children and they transfer these same skills to other settings, such as school and at home.

Promoting Functional Skills

Research also supports the effectiveness of these interventions in promoting skill acquisition and learning activities of daily living among children and adolescents on the spectrum. They are a highly effective method for teaching children functional skills, such as brushing teeth or tying shoes, helping adolescents learn to shop in a store or do laundry to adolescents, skills they were able to maintain month later.

One of Many Evidence-Based Interventions

Video modeling is a viable strategy that is easily available to parents and professionals.  However, it is just one of many evidence-based practices. Having a repertoire of different evidence-based strategies and interventions that focus on the child’s individual needs will lead to the most beneficial outcomes and positive results for children with ASD and their families.

For more information about the YAI Autism Center call 1-888-YAI-Autism.

Jill Krata, Ph.D., is Associate Chief of the Premier HealthCare Autism Research and Treatment Institute, and Manager of Clinical Services at the YAI Autism Center. Dr. Krata holds a doctorate degree in intellectual disabilities and autism from Teachers College, Columbia University and master’s degrees in clinical psychology, counseling psychology and special education. She has worked in the field of intellectual disabilities for more than 15 years and has a wealth of clinical and academic experience, with expertise in working with individuals with autism and various genetic disorders such as Williams syndrome and Fragile X syndrome.   

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