"A Literature Review: Video Modeling and Autism Spectrum Disorder" by Bridget Bengtson

The Repository @ St. Cloud State

Open Access Knowledge and Scholarship

Date of Award

10-2024

Culminating Project Type

Starred Paper

Styleguide

apa

Degree Name

Special Education: M.S.

Department

Special Education

College

School of Education

First Advisor

Bradley Kaffar

Second Advisor

Kayona Frances

Third Advisor

Jennifer Christensen

Fourth Advisor

Bradley Kaffar

Creative Commons License

Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.

Keywords and Subject Headings

video modeling, autism spectrum disorder

Abstract

Autism Spectrum Disorder (ASD) is a group of complex neurodevelopmental disorders with a wide range of variability in how it affects an individual’s specific trait abilities and deficits as shown by the National Institute of Health (NIH) ASD fact sheet. According to the National Institute of Mental Health, it is detected in early childhood and persists to inhibit an individuals’ progress in attainment of life goals in education, social settings, and employment (NIH, 2022). ASD is often characterized with personal struggles related to communication deficits both receptive and expressive, restrictive, and repetitive behaviors, altered or amplified sensory perceptions, intellectual disability, restrictive interests, and intentional or unintentional social isolation.

The prevalence of Autism Spectrum Disorders in the United States was most recently published by the Centers for Disease Control (CDC) in the year 2023 (Maenner et al., 2023). The findings were calculated to be 1 in 36 children identified with the developmental disorder. Today, the education landscape is flooded with entrepreneurs’ claims to proprietary information that solve problems with learning and behavior challenges related to autism spectrum disorder. Video modeling is just one of the retail solutions available to caregivers and practitioners. Today’s education platforms use the terminology of video modeling very loosely and have overgeneralized skill sets for wider market value range. It is important to remain objective when investigating methods for specific strategy instruction where individuals take part in specific learning trajectories. Publishers of content related to learning and behavior often over generalize findings to fit a norm, however the most successful interventions are custom tailored to individual learning trajectories and the tendency for retail markets is to over generalize content areas for skill acquisition.

The history of video modeling used in education services or in applied psychology as interventions as we currently know it is short in years. Some of the first mentions of live modeling in a research setting included negative results of progressive learning for people with ASD. Live modeling was used with typically developing children, but the use of live modeling for children with autism had been less clear. Some early research was not supportive of the use of live modeling for children with autism (e.g., Varni, Lovaas, Koegel, & Everett, 1979.) However, in the 1980s researchers began to gain ground in confirming progressive learning interventions for people with autism. The studies ranged from academic skill tasks to adaptive and life skill functions with live modeling. Video modeling with positive results began to take shape in 1982, when two researchers Steinborn and Knapp published a study including video modeling as a part of their successful intervention with an ASD learner who achieved a life skill acquisition. Acar and Diken identify a number of studies in the recent past which use video modeling with successful results.

The effectiveness of video-modeling in teaching various skills with individuals with autistic disorders has been reported in several studies such as on inappropriate behaviors (Graetz, Mastropieri, & Scruggs, 2006), daily life skills (Keen et al., 2007), self-care skills (LeBlanc et al., 2003), toilet skills (Keen et al., 2007), social skills (Nikopoulos & Keenan, 2003), play skills (D’Ateno et al., 2003), language and communication skills (Buggey, 2005; Wert & Neisworth, 2003). In addition, there have been several studies reviewing studies carried out with video-modeling (Ayres & Langone, 2005; Bellini & Akullian, 2007; Delano, 2007; Gül & Vuran, 2010; McCoy & Hermansen, 2007; Delano, 2007; Gül & Vuran, 2010; McCoy & Hermansen, 2007; Shukla-Mehta, Miller, & Callahan, 2010). (Acar & Diken, 2012)

Research Question

One major question guides this review:

  1. Is video modeling an effective intervention for both learning and behavior issues for students with autism spectrum disorders?

Focus of Review

First, the central goal of this paper is to decide if video modeling is an effective intervention for learners with autism spectrum disorder. If the data from the research studies support the interventions, then the literature review names some standard methods isolated in the delivery of video modeling instruction techniques for the enhancement of skill acquisition in learners with autism. Each study is analyzed by this reviewer to name techniques related to the use of video modeling intervention successes and industry standard quality indicators for research design and analysis. Lastly, the summary of evidence related to the research question, suggestions for future research, and implementation for practice will be included as a closing measure to answer the research question.

In this literature review, the academic database searches were performed in the Academic Search Premier, PsychInfo, and Eric, as well as Ebsco Megafile. All the studies included learners with an education categorization label of autism and were needed to learn an academic or behavioral skill. The ages ranged from early childhood to adult transition. The search keywords included video modeling, video modeling and autism, some of the websites used to gain access to information included the World Health Organization fact pages, as well as the United States Center for Disease Control fact pages. This literature review is organized in a comparative line up of few with successful results aligned with quality indicators and poorly focused, designed, and implemented studies who did or did not achieve their focus. This reviewer uses successful studies and quality indicators for studies, as guidelines and limitations for guidance in critical thinking when naming implications for practice.

Importance of the Topic

As a teacher in a classroom where children have limited time and limited ability to engage strategy implementation of skill sets, it is particularly important to qualify those evidence-based practices that will potentially frame up the highest and best ability to engage and elicit skill progression, acquisition, and generalization of content. Isolation of the evidence-based practices that name methods of approach for children who show characteristics of specific need in the moment, and in the content, may help advance learning trajectories. Video modeling can be a valuable tool and contribution to the field of special education when outcomes or trajectories for children receive help from those interventions. Publishing video in general has been made widely available for everyday use and retail offering of video modeling has a wide range of claims. It is important to qualify the measures and methods that enhance learning to distinguish it from an entertainment experience. Available research conducted in this literature review suggests that there are many studies representing acquisition of skill enhancement with video modeling, and several limitations having to do with study designs that show just how difficult it is to isolate features in the environment with successful interventions. A wide range of variable participant characteristics were selected to include different representations of video modeling, as well as video self-modeling (VSM) where editing plays a role in visualizing success with barriers inherent to the participant.

Comments/Acknowledgements

I believe by accepting all the changes and turning off the tracking I have completed the request by the reivewer to close track changes.

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