Video Modeling Interventions for Individuals with Autism

By Monica E. Delano. 2007

349 citations recorded by the source corpus.

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

View Paper: https://www.semanticscholar.org/paper/e6067f6fb81567268f6dd81184550c0fb3e3ced4

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In Clinical Psychology

In Cognitive Neuroscience

In Developmental and Educational Psychology

Citations in the corpus

Using Video Self-Modeling Via iPads to Increase Academic Responding of an Adolescent with Autism Spectrum Disorder and Intellectual Disability (2012, positive): “It has been recommended that future research explore the role of VM/VSM to improve the skills of individuals with ASD in academic contexts (Delano, 2007).”
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): “The videotaping and viewing of videos can occur in a wide variety of settings, including the school, home, or community settings (Delano, 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): “First, videotape samples of students displaying exemplary behavior are generally accumulated over time by encouraging the students to role-play or imitate the target behavior (Buggey et al., 1999; Delano, 2007).”
Facilitating Social Initiations of Preschoolers With Autism Spectrum Disorders Using Video Self-Modeling (2011, background): “Specifically targeting studies with children with autism, Delano (2007b) reviewed all forms of video-modeling methods, including adult, peer, and self.”
Comparing pictorial and video modeling activity schedules during transitions for students with autism spectrum disorders (2010, background): “Deviations from usual classroom routines can cause anxiety for students with ASD, which might manifest in problematic behaviors (Steingard, Zimnitzky, DeMaso, Bauman, & Bucci, 1997). Students with ASD also may become dependent on teacher prompts especially during transition times (Dettmer, Simpson, ”
Teaching Socially Expressive Behaviors to Children with Autism Through Video Modeling (2010, background): “…used with children with autism to teach a variety of skills including reducing problem behaviors and increasing functional living skills, perspective taking, and social-communicative behaviors (see Delano, 2007 and McCoy & Hermansen, 2007 for reviews of video modeling with persons with autism).”
A Conceptual Analysis of Perspective Taking in Support of Socioscientific Reasoning (2019, background): “Delano’s (2007) meta-analysis of 19 studies published between 1985 and 2005 indicated that VM was a highly effective tool for teaching various skills, including perspective taking, to students with autism.”