Intervention and Instruction with Video for Students with Autism: A Review of the Literature

By K. Ayres, J. Langone. Education and Training in Developmental Disabilities, 2005

241 citations recorded by the source corpus.

Efficacy research on video based instruction for children with autism is a promising area for practitioners and researchers. Researchers are successfully using video to teach a variety of social and functional skills. This literature review synthesizes these findings and examines critical features of each of the studies that contribute most to the ways of educators, care givers and others can best employ video to teach young people with autism. While this area of research is expanding, more detailed studies are needed to better describe specific aspects of video based instruction.

Subfields: Clinical Psychology, Cognitive Neuroscience, Developmental and Educational Psychology

View Paper: https://www.semanticscholar.org/paper/67d114accddd78b3f2a782906cc29cb769a63b5b

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Citations in the corpus

Using Video Modeling Delivered Through iPods to Teach Vocational Tasks to Young Adults With Autism Spectrum Disorders (2012, methodology): “In addition, once video segments are created, they can be used repeatedly and with high levels of fidelity to ensure the lesson is delivered in a standardized manner (Ayres & Langone, 2005).”
Facilitating Social Initiations of Preschoolers With Autism Spectrum Disorders Using Video Self-Modeling (2011, methodology): “Ayres and Langone (2005) conducted a review of all studies dealing with video instruction with students with ASD. This included 14 studies using some form of video modeling, but only 4 with self-as-model. Bellini and Akullian (2007) took the review of literature one step further by conducting a meta”
Training Teachers in Evidence-Based Practice for Individuals With Autism Spectrum Disorder (2015, unknown): “…2008), reduction of problem behavior (e.g., Campbell, 2003), sensory integration therapy (e.g., Lang et al., 2012), video-based instruction (e.g., Ayres & Langone, 2005), social skills (e.g., White, Leonig, & Scahill, 2007), joint attention (e.g., Bruinsma, Koegel, & Koegel, 2004), and training…”
Effectiveness of Video Modeling to teach iPod use to Students with Moderate Intellectual Disabilities (2010, unknown): “Ayres and Langone (2005) also discuss the time and scheduling advantages of video modeling when compared to using live models.”
Evaluation of a Portable DVD Player and System of Least Prompts to Self-Prompt Cooking Task Completion by Young Adults With Moderate Intellectual Disabilities (2008, background): “Video modeling is one form of video instruction reported in the literature as being effective in teaching independent performance of multistep tasks to persons with disabilities (Ayres & Langone, 2005; Mechling, 2005).”
Video Modeling for Individuals with Autism: A Review of Model Types and Effects (2007, background): “Once the tape is created, the video can be used repeatedly and teachers can assign the instruction to paraprofessionals with the confidence that the lesson will be delivered in a standardized manner (Ayres & Langone, 2005).”
The Use of Video Modeling via a Video iPod and a System of Least Prompts to Improve Transitional Behaviors for Students with Autism Spectrum Disorders in the General Education Classroom (2010, background): “Several literature reviews (Ayres & Langone, 2005; Delano, 2007; Hitchcock, Dowrick, & Prater, 2003; Mechling, Pridgen, & Cronin, 2005) and a meta-analysis (Bellini & Akullian, 2007) have demonstrated the effectiveness regarding the use of video-modeling procedures.”
Comparing pictorial and video modeling activity schedules during transitions for students with autism spectrum disorders (2010, background): “In addition, several recent reviews of the literature validate the use of video modeling procedures as an evidence-based practice (Ayres & Langone, 2005; Delano, 2007; Hitchcock, Dowrick, & Prater, 2003; Mechling, Pridgen, & Cronin, 2005).”
A Meta-Analysis of Video Modeling and Video Self-Modeling Interventions for Children and Adolescents with Autism Spectrum Disorders (2007, methodology): “A recent review of the literature by Ayres and Langone (2005) demonstrates the benefits of video instruction, including video modeling, for children and adolescents with ASD.”