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Editorial comment
The authors of this paper are researchers at George Mason University in Fairfax,
Virginia. In this paper they present an overview of a range of video-based education
interventions and how they can be used to support individuals on the autism spectrum.
They cover the different skill areas that might benefit from video-based interventions,
the various types of intervention and the steps to create a video. This paper gives a
useful introduction to this increasingly popular form of intervention. The editors are
interested in receiving papers where video-based interventions are used to support
people on the autism spectrum.
Introduction
Individuals on the autism spectrum are characterised learning in this population (Bellini and Akullian, 2007;
by delays in language and social functioning and Prelock, 2006). The use of video may also reduce the
restricted or repetitive behaviours and interests. anxiety associated with social interaction, allowing for
Difficulties can therefore be seen in the areas of social a more relaxed learning experience for the student with
interaction, communication, and functional skills. autism (Mason et al, 2013). This makes it a motivating
In turn, limitations in social skills and communication and reinforcing format for individuals on the autism
may affect social development and interactions with spectrum (Charlop-Christy et al, 2000).
others (Matson et al, 2009; Rotheram-Fuller et al,
2010). In an effort to address these needs, educators Video-based interventions for social and
are constantly searching for evidence based, effective functional skills
instructional strategies to support students with autism. Video-based interventions for individuals on the autism
spectrum involve the use of video recording of self,
From the early development of television and video peer, adult, or others (for example a cartoon character)
technology, teachers have been fascinated with performing a target behaviour. These interventions are
the opportunities provided to individuals with various consistent with Bandura’s social learning theory, which
abilities and needs. Indeed, some people on the autism states that children learn through observing others and
spectrum have been characterised as visual learners, then imitating their behaviours (Bandura, 1977). Since
with a much stronger ability to learn through visual cues dynamic imitation of others can be a difficult task for
rather than verbal instruction (Corbett and Abdullah, students on the autism spectrum, the use of multiple
2005). Video-based interventions may therefore facilitate video formats that target, implement, and monitor
54 GAP,17,1, 2016
behaviours in real settings can be an effective method and adolescents on the autism spectrum (Belinni
of teaching (Ganz et al, 2011). and Akullian, 2007); (c) video modelling regardless
of the model (eg self, peers, adults, point-of-view) for
Target skills in video-based interventions improving various skills in individuals on the autism
Video-based interventions have been used to improve, spectrum (McCoy and Hermansen, 2007); (d) basic
maintain, and generalise various skills for individuals video modelling, point-of-view video modelling, and
on the autism spectrum. Research studies have video self-modelling in improving social and commu-
focused on different skill areas for learners on the nication skills for children with autism (Shukla-Mehta
autism spectrum, including: et al, 2010); and (e) point-of-view video modelling for
improving independent living skills for secondary and
social communication skills such as verbal
postsecondary individuals on the autism spectrum
compliments and compliment gestures
(Mason et al, 2013a).
(Macpherson et al, 2015)
GAP,17,1, 2016 55
video recordings of upcoming environments are used to Ayres and Langone (2005) indicated that basic video
make the transition easier for individuals with autism and modelling using peers was less effective compared to
thus, reduce their stress levels (Schreibman et al, 2000). the basic video modelling when the model was an adult,
regardless of familiarity of the model to the student. In
Video self-modelling turn, video prompting was found to be more effective in
In video self-modelling, the individual on the autism teaching daily living tasks to adults with developmental
spectrum is the model herself/himself, who performs disabilities than video modelling (Cannella-Malone et al,
the target skill in the video. There are two techniques 2006). When compared to the training which involves
used to create self-modelling videos: positive self- practice during video recording, some researchers
review and feedforward. In the positive self-review established the superiority of video modelling for teach-
the individual is recorded continuously in a natural ing various skills to individuals on the autism spectrum
setting while performing the skill. Then, anything not (Charlop-Christy et al, 2000), while others found both
associated with performing the skill which is captured strategies to be effective (Gena et al, 2005).
in the video is edited out, so the learner is exposed
only to the positive example of the target skill (Ozkan, At the same time, video-based interventions alone
2013). Feedforward consists of a video recording that do not always lead to task/skill mastery. In the case
portrays an individual performing a skill that has not of a more complex task and/or skill, video instruction
been achieved in full yet. The smaller components may and should be supplemented by additional
of the skill are videotaped and combined into a interventions, such as in vivo training (Alcantara, 1994),
complete task (Buggey, 2005). It is also possible to use self-management strategies (Apple et al, 2005), or
reinforcements, coaching, or provide hidden supports, social stories (Scattone, 2008), prompts (Shukla-Mehta
which are later edited out from the video. As well as et al, 2010), and reinforcement (Lee et al, 2014).
the opportunity for observational learning, video Indeed, research shows that video-based interventions
self-modelling has the added value that the viewer is included in a package with other procedures is more
watching themselves perform the task. effective than video as a single strategy (McCoy and
Hermansen, 2007).
Video feedback
Video feedback involves videotaping the learner as Finally, while some learners on the autism spectrum may
they learn the skill and showing the recording without need personal assistance while using a video-based
editing it, to demonstrate improved performance. It has intervention (Dowrick, 1991) others do not require any
been used specifically for improving communication supervision (Mechling et al, 2014). Cognitive ability,
skills for learners on the autism spectrum such as communication and attention skills may play an impor-
spontaneous requesting or social communication tant part in the success of video modelling interventions
(Deitchman et al, 2010). (Buggey, 2007).
56 GAP,17,1, 2016
9 – Troubleshooting 10 – Withdraw
in case of no video and
progress prompts
collection. This step allows the scripts to be aligned If the learner does not show any progress, the teacher
with users’ abilities and needs, and also supports data- should review and address any errors previously noted
driven progress monitoring for individuals on the autism and document changes that may need to be applied.
spectrum. Before recording the video, the teacher An example of troubleshooting might include changing
should examine and determine the most appropriate the video format type, reinforcing the target skill, or
video modelling type for teaching the target skill. increasing the number of times the video is shown.
For example, if this is a new task, using basic video More data should be collected after making adjust-
modelling would be the most appropriate choice, so ments. When the learner masters the target skill, the
that the learner is exposed to the task from a broad video-based intervention should be faded out, so that
perspective. If the target skill is already at least partially the skill can be used independently.
performed by the learner video self-modelling might be
the appropriate choice. Next, an environment should The development and use of video-based interventions
be prepared to review the video. The environment may require equipment such as a video recording
should be a comfortable and suitable environment device, video editing software, and a device to play
for the user. When the teacher shows the video to the back and review the video. The recording device could
student, it is important to prompt their attention as be a portable camera, a hand-held or micro video
necessary. The number of times the video is presented camera, a digital or traditional camera. The editing
will depend on the student’s abilities and needs. When software can be the embedded software in computers
the student begins to initiate the skills modelled in the such as Windows Live Movie Maker built into PC
video, the teacher should observe and collect data on computers or MovieMaker built into Mac computers.
the student’s progress in order to monitor the effective- The review device can be a computer screen, portable
ness of the video-based intervention on the target skills. devices, or a television. These days, there are a range
GAP,17,1, 2016 57
of applications which can be used to create and Table 1: Examples of applications for
present video modelling on smart phones and other development and use of video-based
mobile or portable devices such as iPads, iPhones interventions
or cooperative Android devices. Table 1 lists some
applications that can be used for the development and Application Cost Device Application
use of video-based interventions. name (January icon
2016)
Educators should strive to implement four pivotal factors
iMovie £3.99 iPad
when creating and using video: (a) grasping the learner’s
attention by providing stimuli in the video model; (b)
retention of the presented images; (c) reproduction
of the presented skills according to the students’
repertoire; and (d) ensuring the benefit of the presented Model Me Free Apple and
video in order to gain student’s motivation (Corbett Kids-Going Android
and Abdullah, 2005). Furthermore, video-based inter- Places 1 devices
and 2
ventions might be made more beneficial and enjoyable
by embedding alternative narration, captions, and
interactive features into the video (Evmenova and Social Skill $24.99 Apple
Behrmann, 2014). These features increase students’ Builder devices
comprehension and learning acquisition (Evmenova
et al, 2011). Educators can assure the acquisition of
the targeted behaviour by including preferred conse-
quences in the video clip (Plavnick et al, 2013). iModeling £8.99 Apple
devices
Concluding comments
Video-based interventions are used as an evidence-
based intervention for teaching individuals on the
autism spectrum in various settings (Bellini and AutisMate $149.99 Apple and
Android
Akullian, 2007). This approach, on its own or in combi-
devices
nation with other interventions, leads individuals on the
autism spectrum to acquire specific taught skills (Ayres
and Langone, 2005; Mason et al, 2013a; McCoy and
Hermansen, 2007; Shukla-Mehta et al, 2010). Moreover, My Video $11.99 Apple
Schedule devices
video interventions can be implemented with learners
from different cultures and backgrounds. Along
with its effectiveness in improving skill performance,
video-based interventions can be highly motivating
and build confidence in users on the autism spectrum
(Delano, 2007). With the advances in technology,
the creation and use of video-based interventions is
becoming less cumbersome and complicated. All in
all, video modelling is an effective strategy for students
with autism in different age groups and with different
abilities, and it is very important for educators to
understand the correct approach to implement this
intervention.
58 GAP,17,1, 2016
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