Video Modeling

A teaching strategy that uses video recordings to model targeted behaviors or skills. Video modeling is an evidence-based practice (EBP) for teaching a variety of behaviors and skills to individuals with autism and other learning needs.

When to Use: 

• Teach new behaviors and skills across different domains, including communication, social skills and daily living tasks.
• Support visual learners with repeated exposure to modeled skills.
• Promote generalization and maintenance of learned behaviors.
• Break down complex, multi-step skills into manageable parts for easier learning.
• Enhance consistency in skill acquisition by providing a clear, repeatable model.

How to Use: 

1. Identify the Target Skill - Define the behavior/skill, break it into steps, and collect baseline data.
2. Plan & Record - Gather equipment, choose a model (peer, adult, or student), obtain consent, and script if needed. Record and edit for clarity.
3. Implement Video Modeling - Show the video in a natural setting, ensuring materials match. Use prompts if needed, allow repeated viewing, and reinforce practice.
4. Monitor Progress & Adjust - Track progress, modify as needed (e.g., re-record, adjust prompts), and fade video support once the skill is mastered.

Show the Video: 

• Staff may prompt during showing if needed to maintain student’s attention.  
• Show the video a predetermined number of times prior to expecting the student to practice the target behavior/skill.  
• Reinforce practice of target behavior/skill.  
• Monitor the data trends and adjust as necessary. These could be changes such as revising task analysis, re-recording video, adding voice-over, prompting levels, etc.  
• Have a plan for fading the video and prompting once the student’s data meets a predetermined criteria.  

Tips:

If the student is not making progress, consider - 

• Does the student have the prerequisite skill of imitation?
• Is the video too complex or does it need to be simplified?  
• Is the student attending to the relevant parts of the video?  
• Is the viewing frequency sufficient?  
• Are the reinforcement strategies effective?  
• Does the prompting level need to be adjusted?  

Variations:

• Video self-modeling:
• The student appears in the video, demonstrating the skill.
• Used when the skill is already in their repertoire but needs reinforcement.
• Point-of-view video modeling:
• The video shows the skill from the student’s perspective (as if a camera were attached to them).
• Beneficial for students who struggle with Theory of Mind or identifying relevant stimuli.
• Video prompting:
• The video is paused at each step to allow the student to complete that step.
• Helps students progress through multi-step tasks and can be faded over time.