Does the Model Matter? Comparing Video Self-Modeling and Video Adult Modeling for Task Acquisition and Maintenance by Adolescents with Autism Spectrum Disorders

By David F. Cihak, L. Schrader. 2008

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Systematic Review of Instructional Methods to Teach Employment Skills to Secondary Students With Intellectual and Developmental Disabilities (2017, unknown): “Four studies compared two different elements of a technological intervention (i.e., video- or audio-based instruction; Bennett, Gutierrez, & Honsberger, 2013; Cihak & Schrader, 2008; Taber, Alberto, & Fredrick, 1998; Van Laarhoven, Kos, Pehlke, Johnson, & Burgin, 2014).”
Using Video Modeling Delivered Through iPods to Teach Vocational Tasks to Young Adults With Autism Spectrum Disorders (2012, methodology): “The video is then used to teach an individual with disabilities, including those with ASD, how to perform the task (Cihak & Schrader, 2008; Van Laahoven et al., 2009).”
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): “Cihak and Schrader (2008) used a laptop computer to show adolescent students with autism video clips of themselves (video self-modeling) independently and correctly performing vocational tasks.”