Multiple Exemplar Video Modeling and Unscripted Social Communication
Multiple exemplar video modeling involves the creation and presentation of several videos depicting multiple response options and varied stimuli (e.g., setting, materials) of desired behaviors to promote response and stimulus generalization.
Based on social learning theory (Bandura 1977), video modeling (VM) is a highly effective intervention used to teach new behaviors through imitation of a model presented via video technology. VM is considered an evidence-based practice by the National Autism Center (NAC 2015) and the National Professional Development Center on Autism Spectrum Disorder (NPDC; Wong et al. 2015). Video modeling researchers have reported the following inherent factors in VM that may produce positive feasibility and acceptability: (a) although recording and editing videos can take time, once these materials are made, their repeated use is infinite; (b) the increasing availability and usability of digital video equipment increase their...
References and Readings
- Ayres, K. M., & Langone, J. (2005). Intervention and instruction with video for students with autism: A review of the literature. Education and Training in Developmental Disabilities, 40, 183–196.Google Scholar
- Bandura, A. (1977). Social learning theory. Englewood: Prentice Hall.Google Scholar
- Haring, N. G. (1988). Generalization for students with severe handicaps: Strategies and solutions. Seattle: University of Washington Press.Google Scholar
- Kasari, C., Dean, M., Kretzmann, M., Shih, W., Orlich, F., Whitney, R., Landa, R. … King, B. (2016). Children with autism spectrum disorder and social skills groups at school: A randomized trial comparing intervention approach and peer composition. The Journal of Child Psychology and Psychiatry, 57, 171–179. https://doi.org/10.1111/jcpp.12460.CrossRefGoogle Scholar
- National Autism Center. (2015). National standards project findings and conclusions. Randolph: National Autism Center.Google Scholar
- Plavnick, J. B., & Dueñas, A. D. (2018). Brief report: Effects of video-based group instruction on spontaneous social interaction of adolescents with autism spectrum disorders. Journal of Autism and Developmental Disorders, 48, 2231–2236. https://doi.org/10.1007/s10803-018-3481-5.CrossRefPubMedGoogle Scholar
- Shane, H. C., Laubscher, E. H., Schlosser, R. W., Flynn, S., Sorce, J. F., & Abramson, J. (2012). Applying technology to visually support language and communication in individuals with autism spectrum disorders. Journal of Autism and Developmental Disorders, 42, 1228–1235. https://doi.org/10.1007/s10803-011-1304-z.CrossRefPubMedGoogle Scholar
- Wong, C., Odom, S. L., Hume, K. A., Cox. A. W., Fettig, A., Kucharczyk, S., Brock, M. E. … Schultz, T. R. (2015). Evidence-based practices for children, youth, and young adults with autism spectrum disorder: A comprehensive review. Journal of Autism and Developmental Disorders, 45, 1951–1966. https://doi.org/10.1007/s10803-014-2351-z.CrossRefGoogle Scholar