EBP Compendium: Summary of Systematic Review
Video Modeling Interventions for Individuals with Autism
Delano, M. E.
Remedial & Special Education, 28(1), 33-42.
Indicators of Review Quality:
The review addresses a clearly focused question
Criteria for inclusion of studies are provided
Search strategy is described in sufficient detail for replication
Included studies are assessed for study quality
Quality assessments are reproducible
Description: This is a review investigating the evidence available for the use of video modeling interventions for children with autism.
What participant characteristics and settings were described in the studies?
What type of video modeling intervention was used most frequently (self as model or other as model)?
What skill areas were addressed, and what types of dependent measures were used?
What types of research designs were employed, and how often were data collected concerning interobserver agreement, treatment fidelity, and social validity?
How effective were video modeling interventions in improving the skills of individuals with autism?
Population: Participants with an autism spectrum disorder.
Intervention/Assessment: Video modeling intervention
Number of Studies Included: 19
Years Included: 1985 - 2005
Overall, results of the review indicated positive gains in social-communicative skills, functional skill, perspective-taking skills, and problem behavior. However, the authors cautioned that: “A small pool of studies was reviewed, and treatment effects were not measured. Consequently, it is unclear at this time whether video modeling is more or less effective than other models of instruction for learners with autism, and too soon to make detailed recommendations for practitioners” (p. 41).
Keywords: Autism Spectrum Disorders, Video Modeling
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Added to Compendium: March 2012