A Meta-Analysis of Video Modeling and Video Self-Modeling Interventions for Children and Adolescents with Autism Spectrum Disorders

By Scott Bellini, Jennifer Akullian. 2007

1,070 citations recorded by the source corpus.

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

View Paper: https://www.semanticscholar.org/paper/6a1a0e8bcb206cffc552d14401a5ba350d9e28dd

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Citations in the corpus

Use of Video Modeling to Teach Vocational Skills to Adolescents and Young Adults with Autism Spectrum Disorders (2010, background): “Video modeling is thought to be beneficial as a learning tool because it combines the power of observational learning with the apparent tendency of individuals with ASD to be particularly responsive to visually cued instruction (Bellini & Akullian, 2007).”
Community-Based Vocational Instruction Using Videotaped Modeling for Young Adults With Autism Spectrum Disorders Performing in Air-Inflated Mascots (2010, background): “It is beneficial as a learning tool because it combines the power of observational learning with the tendency of individuals with autism to be particularly responsive to visually-cued instruction (Bellini & Akullian, 2007).”
Using Video Self-Modeling Via iPads to Increase Academic Responding of an Adolescent with Autism Spectrum Disorder and Intellectual Disability (2012, positive): “…effective, evidence-based strategies for individuals with ASD, and have been used to improve communication, functional, play and social skills and decrease instances of challenging behavior (see Bellini & Akullian, 2007; Delano, 2007; Gelbar, Anderson, McCarthy, & Buggey, 2012 for reviews).”
The Effects of Theory-of-Mind and Social Skill Training on the Social Competence of a Sixth-Grade Student With Autism (2008, methodology): “Finally, the present study contributes to existing literature in incorporating technology or visual presentations, such as video modeling (Bellini & Akullian, 2007; Charlop-Christy & Daneshvar, 2003), animation or virtual-environments technology (Koroghlanian & Klein, 2004; Moore, Cheng, McGrath, &…”
Facilitating Social Initiations of Preschoolers With Autism Spectrum Disorders Using Video Self-Modeling (2011, background): “Positive results have been obtained for treating depression (Kahn, Kehle, Jenson, & Clark, 1990), stuttering (Bray & Kehle, 1996), elective mutism (Pigott & Gonzales, 1987), attention disorders (Dowrick & Raeburn, 1977; Woltersdorf, 1992), behavior disorders (Lasater & Brady, 1995), and aggressive b”
Video Self-Modeling on an iPad to Teach Functional Math Skills to Adolescents With Autism and Intellectual Disability (2013, background): “Similar to previous VM and VSM findings (Bellini & Akullian, 2007; Buggey, 2007; Charlop-Christy & Daneshvar, 2003; Cihak et al., 2010; Hitchcock et al., 2003), the intervention applied in the current study was successful in teaching students with disabilities a new skill.”
Increasing Secondary Teachers’ Behavior-Specific Praise Using a Video Self-Modeling and Visual Performance Feedback Intervention (2011, neutral): “Video self-modeling has been effective for improving functional skills in students with disabilities (Hitchcock, Dowrick, & Prater, 2003), and skills learned using VSM are maintained over time (Bellini & Akullian, 2007).”
Evaluating the Effectiveness of Video Instruction on Social and Communication Skills Training for Children With Autism Spectrum Disorders: A Review of the Literature (2010, methodology): “Second, obtaining the child’s cooperation with task demands for videotaping can be time consuming, especially if the target skill is novel (Bellini & Akullian, 2007; Sherer et al., 2001).”
Innovative technology-based interventions for autism spectrum disorders: A meta-analysis (2014, methodology): “Similarly, Bellini et al. (2007) conducted a meta-analysis of 55 single-subject design studies and examined the effectiveness of school-based social skills interventions for children and adolescents with ASD.”