J

1. The Effects of Video Modeling
and Video Self Modeling on
Individuals’ Development of
Appropriate Social Behavior
ECPSE 746 — Jaylin Yee
Yee, 2022

2. Introduction
Individuals with disabilities struggle to react appropriately in
complex social situations as it requires them to understand social
cues, verbal and non verbal behaviors.
To improve appropriate social skills and social behaviors for these
young individuals with disabilities, research in video modeling in
relation to appropriate social skills and social behaviors was
examined.

3. Purpose
The purpose of this literature review is to evaluate if existing
research has provided substantial evidence to determine video
modeling as an effective tool in teaching appropriate social skills
and behaviors to individuals with disabilities.
More specifically this author sought to answer the following
questions:
● What research is available on video modeling for children with
disabilities?
● Autism spectrum disorder?
● Intellectual disabilities?
● Social emotional and mental health difficulties?

4. Review and Synthesize: Video Modeling
Cardon et al., 2019
● 8 participants with ASD (39
to 52 months old).
● Classroom peers were
models in the videos.
● Results: increase in social
communication skills.
Using
peers
Kim, S. (2016)
● 3 participants with ASD (6
to 9 years old).
● Participants’ mothers were
models in the videos and
play partners.
● Results: increase in usage
of scripted verbalization.
1 2

5. Cardon et al., 2019
● 8 participants with ASD (39
to 52 months old).
● Classroom peers were
models in the videos.
● Results: increase in social
communication skills.
1

6. Kim, S. (2016)
● 3 participants with ASD (6
to 9 years old).
● Participants’ mothers were
models in the videos and
play partners.
● Results: increase in usage
of scripted verbalization.
2
Leo and Jin-Su’s abilities to respond in Korean were not balanced with their
abilities in English. They showed higher proficiency levels in Korean.
Their English comprehension skills were also lacking.

7. Review and Synthesize: Video Self Modeling
Rex et al., 2018
● 6 participants with ASD (8
to 13 years old).
● Male and female teens and
adults played the roles of
victim, bully, and peers.
● Results: Demonstrated
appropriate responses
during video modeling and
SAAS sessions.
Scripting
Macpherson et al.,
2015
● 5 participants with ASD
(elementary to middle
school aged).
● Participants were part of
video modeling.
● Results: increased verbal
compliments were given by
children with ASD.
1 2

8. Rex et al., 2018
● 6 participants with ASD (8
to 13 years old).
● Male and female teens and
adults played the roles of
victim, bully, and peers.
● Results: Demonstrated
appropriate responses
during video modeling and
SAAS sessions.
1

9. Macpherson et al.,
2015
● 5 participants with ASD
(elementary to middle
school aged).
● Participants were part of
video modeling.
● Results: increased verbal
compliments were given by
children with ASD.
2

10. Discussion
Given the literature reviewed, effective models used treatment
packages. All studies reviewed demonstrated success in increasing
the dependent variables.
Overall results indicate that VM/VSM is a successful intervention for
increasing appropriate social behaviors for individuals with ASD.

11. Conclusion
Limitations
Studies with treatment packages may be difficult to
replicate in the classroom due to lack of equipment
and resources.
A study required the use of a school to film clips of
bullying simulations, however, had to resort to using
other locations (Rex et al., 2018).
Research Gaps
Numerous studies including Puckett et al., (2017)
expressed concerns on deciding on the duration of
video modeling clips and sessions.
There was also lack of time to implement the
intervention.
Future Directions
Is video modeling an effective EBS
for various disabilities other than
ASD, which already consists of
extensive research?
Why is teaching non-verbal
behaviors not a common trend in
the literature as compared to
verbal behaviors?
Determine the effectiveness of
video modeling and script fading
using a student with ADHD
(alternating treatments).
1
2
3

12. References
Cardon, T., Wangsgard, N., & Dobson, N. (2019). Video modeling using classroom peers as models to increase social
communication skills in children with ASD in an integrated preschool. Education and Treatment of Children, 42,
515-535.
Kim, S. (2016). Use of video modeling to teach developmentally appropriate play with Korean American children with
autism. Research and Practice for Persons with Severe Disabilities, 41, 158-172.
https://doi.org/10.1177/1540796916658015
Macpherson, K., Charlop, M. H., & Miltenberger, C. A. (2015). Using portable video modeling technology to increase the
compliment behaviors of children with autism during athletic group play. Journal of Autism Developmental
Disorders, 45, 3836-3845. https://doi.org/10.1007/s10803-014-2072-3
Rex, C., Charlop, M. H., & Spector, V. (2018). Using video modeling as an anti-bullying intervention for children with
autism spectrum disorder. Journal of Autism and Developmental Disorders, 48, 2701-2713.