Video modeling can be an evidence structured practice used to teach a number of socially relevant behaviors for children with Autism. Many times children with Autism are visible thinkers and learners. They learn best when information is presented to them visually somewhat than orally. Using video recording modeling, the kids are provided with a aesthetic style of a peer, adult, or themselves participating in the targeted patterns they are expected to learn. After enjoying the video several times, the children are provided with an opportunity to imitate and generalize the behavior seen on the training video.
A variety of studies have shown that video recording modeling boosts play discussions between children with Autism and people and peers. Since children with Autism struggle with sociable skills, it is beneficial to teach those to start play with others. Video recording modeling produces faster acquisition of the tendencies and increased generalization in children with Autism than live modeling and without the use of reinforcements or prompting. Studies have verified that with video modeling, verbalization and play actions was maintained as time passes. Video recording modeling can be applied from early childhood to adulthood and trained by professionals and parents in a variety of settings. It could be found in the classroom and at home by the parents to instruct new skills the kid needs to achieve success.
A benefit of using video modeling is the fact it allows for parents, teachers, and people collaborating with the child to utilize the same method to instruct targeted skills. It really is difficult to learn and master an art if the child is practicing different ways with different people. Because children with Autism have challenges generalizing it is important to interact to teach targeted skills the same manner. Video modeling permits caregivers to do this. By everyone working together the child can learn the initial skill quicker and then work on generalization systematically. The child will experience success when many people are working mutually, using the same video, and educating the same skill the same way. Video modeling strategies have been used efficiently to teach a variety of adaptive behaviors such as interpersonal, play, self service, and academics skills.
There are various kinds video recording modeling that are used with children with Autism. The most common types of video modeling include basic video tutorial modeling, training video self-modeling, point-of-view training video modeling, and video prompting. Basic modeling will involve recording either an adult or a peer modeling the targeted skill. The kid watches this training video at a later time. Video self-modeling data the child with Autism exhibiting the targeted skill. The child then watches themselves in the video at a later time. The point-of-view training video modeling shows a training video documented from the perspective of the kid with Autism. Video tutorial prompting is utilized when educating a detail by detail skill. It is documented by breaking the targeted skill into steps and pausing after steps to provide the child with Autism an opportunity to practice each step. Many studies have found great success when merging models.
A review by Macdonald (2009) evaluated the effects of training video modeling has in educating children with Autism to activate in reciprocal pretend play with their peers without disabilities. The play included verbal interactions and cooperative play. The analysis contains two pairs of children, one with Autism and a peer without Autism. The pair was shown a video tutorial consisting of two adults performing out the series of pretend play. The children were directed to play and their replies, activities, and verbalizations were saved. Both pairs shown successful increases of play actions and increased verbalization between peers. The performance was retained over time. The results of this study figured video tutorial modeling produced sequences of reciprocal pretend play between children with Autism and their peers without Autism. On this study, video tutorial modeling was a competent strategy for educating cooperative play. The appropriate play skills were gained with short visibility of the video tutorial and in the absence of reinforcements and prompting.
A analysis conducted by Allen et al. (2010) reviewed the effects video recording modeling experienced on teaching vocational skills to four teenagers with Autism. The members ages ranged from 16-25 yrs. old. Video tutorial modeling was used to teach the four children to wear a WalkAround Mascot costume and entertain the clients in a store. The training video for working out proved a mascot undertaking in a scripted and naturalistic environment. The participants observed the video twice and were then taken up to the store to imitate for 10 minutes the behavior seen in the video. Based on the results of this study, all individuals learned to utilize the vocational skills after observing the training video model. The teenagers enjoyed the experiment and reported they would be thinking about continuing to execute at the store when the test would be over. Allen (2010) says video modeling was an effective way to instruct adolescents and adults with ASDs to execute a vocational task in a social setting.
A study designed by Nikopoulos and Keenan (2007) was conducted to evaluate the potency of video modeling on building sequences of communal behaviors. The analysis included three young boys with Autism from the age groups of 6. 5-7 years old. The boys received common objects that included a ball, a stand, two rags, a vacuum cleaner, a vegetable pot, and a jacket. These objects were chosen because of familiarization also to avoid instructions of using the objects appropriately. The individuals were shown the video tutorial and data was gathered after five minutes by observing actions in the areas of cultural initiation, reciprocal play, imitative replies, and object engagement. The analysis data claim that the individuals were successful in building a sequence of communal behaviors. All the students performed the actions in the same collection as shown in the training video. The participants showed generalization across peers and the appropriate behaviors were managed following the 2 month follow-up period. Research turned out that video recording modeling was successful for children with Autism in this analysis.
In the presented studies, video tutorial modeling has proven to be effective on children and adolescent with Autism. Results from these studies have confirmed success across different configurations and with the application of different skills. The results have also indicated that training video modeling teaches skills at a rapid speed and with short exposure to the videos.
In bottom line, video modeling strategies have been used to effectively teach various kinds of skills and habits in the regions of academics, public, self-care, daily living, community, vocational, and play. When used effectively research shows to produce more rapid acquisition and higher generalization than live modeling. Video modeling in addition has shown that prompting and reinforcement are not essential to help children acquire the targeted skill. Video modeling is a superb tool due to visually cued education that allows children with Autism to learn by observation.