Effective Use of Video Modeling to Teach Learners With Autism a Variety of Skills

Principal Investigator:
Declan Reichey

Faculty Advisor:
Randi Sarokoff

Abstract:
The purpose of this study was to identify if the video modeling procedures found effective in a literature review are being used by professionals. Video modeling has been shown to be effective in teaching a number of skills to learners with autism spectrum disorders. Video modeling is a behavior change strategy in which the participant views a video of a person who models performing the target behavior, and then the participant is required to imitate the behavior. Immediately following having viewed the video-based model, the individual is directed to perform the activity or script he or she observed in the video. Video modeling uses visual cues, an effective strategy for instructing students with autism spectrum disorder, who can often be visual learners, and modeling, an evidence-based strategy that is effective across ages and populations. A survey was created to investigate what percentage of the professionals that were surveyed have used and have experience with the various procedures found effective in the literature. In addition, the professionals surveyed rated the perceived effectiveness of each procedure that they had experience using video modeling to teach daily living skills. The survey contained twenty-two total questions and there were eight total participants. The participants in the survey included BCBA’s. RBT’s, paraprofessionals, teachers, and job coaches who were contacted through an email invitation. All responses to the survey were anonymous. Findings in this survey showed professionals who have used video modeling to teach a variety of skills to learners with autism have found it effective. Results show that 87.5% of participants have used video modeling to teach daily living skills to adults with autism, 75% of participants have used video modeling to teach adults with autism how to fold clothes, and 62.5% have used video modeling to teach adults with autism cooking skills. Of these skills taught, 100% of participants who used video modeling to teach daily living skills to adults with autism found it effective, 100% of participants who have used video modeling to teach adults with autism how to fold clothes found it effective, and 80% of participants who have used video modeling to teach adults with autism cooking skills have found it effective. Unfortunately, of the 18 skills found in the literature to be effective using video modeling, only a few have been used by a majority of the participants. These findings suggest that clinicians need to become more familiar with the efficacy of using video modeling to teach a variety of skills with adults with autism.