Video Modelling
Video modelling is an intervention strategy that is sometimes used with individuals with ASD. These professionally designed videos aim to enhance the individual’s social and communication skills. The videos can be used as part of a comprehensive intervention plan, devised by a relevant professional (e.g., Psychologist, Psychotherapist, Speech & Language Therapist, Occupational Therapist, Special Education Teacher).
The intervention videos are typically created using actors or, in the case of videos for younger children with ASD, animated characters may be used. The videos are designed to be visually engaging and informative, providing clear demonstrations of various positive social behaviours.
Some of the key points about video modelling include:
- Visual learning: Video modelling capitalises on the visual learning strengths often seen in individuals with ASD. By watching the video, individuals with ASD can observe and analyse the targeted behaviour, breaking it down into smaller, manageable steps.
- Engagement and motivation: Videos can be highly engaging and motivating for individuals with ASD. The use of videos can capture their attention and maintain their interest, increasing the likelihood of learning and imitating the modelled behaviour.
- Skill acquisition: Video modelling can be used to demonstrate a wide range of behaviours, including effective social and communication skills, everyday life skills, and cooperative play strategies.
- Generalisation: By watching the modelled behaviours in the videos in various contexts over a period of time, the individual can learn to apply the acquired skills across different social settings.
Helpful Tip: Since many Video Modelling programmes are produced outside of Ireland, intervention facilitators may consider making slight adaptations to the material to ensure that any idioms, colloquialisms, or forms of social etiquette shown in the videos are appropriate to an Irish context.
Research on the effectiveness of video modelling for individuals with ASD has shown promising results1, with many studies reporting positive outcomes in skill acquisition and generalisation. However, it is important to consider individual differences and monitor progress to ensure the intervention is effective for each individual.
References
- Bellini, S., & Akullian, J. (2007). A meta-analysis of video modeling and video self-modeling interventions for children and adolescents with autism spectrum disorders. Exceptional Children, 73(3), 264–287. doi.org/10.1177/001440290707300301
