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Video-Based Instruction for Learners with Autism

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Handbook of Social Skills and Autism Spectrum Disorder

Part of the book series: Autism and Child Psychopathology Series ((ACPS))

Abstract

This chapter provides background on research with practical implications for teachers and therapists who wish to use video-based instruction. The discussion is organized first around the rationale and practical considerations for using video-based instruction broadly. This includes the logic for using video as a component of instruction along with discussion about variables known to impact or theorized to impact video-based instruction. Following this, the chapter’s focus shifts to provide a concrete background on the research, application, and considerations for using video to teach social skills and functional life skills. The chapter emphasizes here how video is just another component for instruction and work well within a wide range of well-supported evidence-based instructional procedures. Within this context, the goal is for the reader to increase their understanding of why and when to use video along with an improved knowledge of how to implement video-based instruction with learners diagnosed with autism.

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Authors and Affiliations

  1. School of Education, The University of Georgia, Athens, GA, USA

    Kevin M. Ayres & Rachel Cagliani

  2. Department of Special Education, The University of Kansas, Lawrence, KS, USA

    Jason Travers

  3. College of Education, University of Kentucky, Lexington, KY, USA

    Sally B. Shepley

Authors
  1. Kevin M. Ayres
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  2. Jason Travers
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  3. Sally B. Shepley
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  4. Rachel Cagliani
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Corresponding author

Correspondence to Kevin M. Ayres .

Editor information

Editors and Affiliations

  1. Autism Partnership Foundation, Seal Beach, California, USA

    Justin B. Leaf

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Ayres, K.M., Travers, J., Shepley, S.B., Cagliani, R. (2017). Video-Based Instruction for Learners with Autism. In: Leaf, J. (eds) Handbook of Social Skills and Autism Spectrum Disorder . Autism and Child Psychopathology Series. Springer, Cham. https://doi.org/10.1007/978-3-319-62995-7_14

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