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Video Self-Modeling (VSM) As an Intervention for Adolescents with Autism Spectrum Disorders (ASD) in School and Clinical Settings
Objectives: Two research studies investigating VSM were completed. The objective of these studies was to determine the effectiveness of VSM in improving academic and conversational skills across school and clinical settings in adolescents with ASD. To the author’s knowledge, these were the first studies to target these behaviors in adolescents with ASD.
Methods: A multiple baseline single-case design was used in both studies. VSM was implemented by recording videos, editing them, and showing them to the participants on iPads. Videos used were 1 to 3 minutes in length. Data collection was completed by more than one observer to determine inter-observer agreement. In Study 1, positive homework materials management behaviors were targeted in a general education classroom setting. In Study 2, conversational and pragmatic language skills were targeted in a clinical outpatient therapy setting.
Results: In Study 1, visual analysis and nonparametric effect size results suggested that the introduction of the VSM intervention was effective in improving compliance with classroom procedures related to homework in students with ASD and other neurodevelopmental and acquired disorders. Social validity data from the students and teachers involved in the project showed that the process was viewed as positive and realistic to implement in the classroom.
In Study 2, visual analysis and nonparametric effect size results suggested that the introduction of the VSM intervention in combination with social skills training was effective in improving conversational skills in 2 out of 3 adolescents with ASD. Social validity data from the parents and adolescents involved showed a positive response to the integration of VSM into the social skills training intervention.
Conclusions: Adolescents with ASD present educators and practitioners with several unique challenges. As social and academic environments becomes more multifaceted, the complexity of teaching individuals with ASD how best to navigate their world does as well. Ubiquitous access to iPad and other tablet technology suggests that video-based interventions are currently under-utilized. Clinicians and educators working with adolescents with a myriad of behavioral and academic challenges may consider ways in which a VSM intervention may be implemented into their practice.