The Effects of Video Self-modeling on Children with Autism Spectrum Disorder

Video self-modeling (VSM) is a type of intervention that has been developed to assist students in viewing themselves successfully in a wide variety of domains. The present study was designed to analyze the effects of VSM on children with autism spectrum disorder in an academic setting, with specific focus on improving on-task behavior and appropriate transitions. Participants were two children who were enrolled within the functional interrelated classroom and diagnosed with autism spectrum disorder. Using an alternating treatment design over a 20 day time period, participants received 10 days of VSM and 10 control days in a random order. Results indicated that for the first child on-task behavior significantly increased on VSM days compared to control days and maintenance was established by the increasing of on-task behavior during the weeks of implementation. For the second child, appropriate transitions significantly increased on VSM days compared to control days but maintenance was not established. Additionally, teachers’ ratings of participants’ behavior improved from a pre-test given before the intervention to the post-test conducted at the conclusion. Practical suggestions for implementing VSM are provided, in addition to suggestions for future research.