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Video Self-Modeling Case Study

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1. VIDEO SELF-MODELING AS AN INTERVENTION STRATEGY FOR INDIVIDUALS WITH AUTISM SPECTRUM DISORDERS

Gelbar, N. W., Anderson, C., McCarthy, S., & Buggey, T. (2012). Video Self-Modeling as an Intervention Strategy for Individuals with Autism Spectrum Disorders. Psychology In The Schools, 49(1), 15-22.

The following study explains how video self-modeling as an intervention can increase language, communication, social skills, and functional skills in children with Autism. Video self-modeling is an evidence-based practice used with students diagnosed with Autism to increase appropriate responses and improve skills. Autism, also known as Autism Spectrum Disorder is a neurological disorder that impedes language development and social development.
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The educator then edits the video recording to include only the teacher’s questions and the student’s appropriate responses. According to Gelbar et al. (2011), “a VSM videotape will include exemplars of positive targeted behaviors, including replacements for negative behaviors, with all errors, prompting, and other extraneous footage edited out” (p. 16). Finally, the edited video is shown to the student diagnosed with ASD multiple times. Subsequently, an increased number of correct responses is likely to occur and be maintained in students with ASD after multiple viewings of the edited video.

2. VIDEO SELF-MODELING IN CHILDREN WITH AUTISM: A PILOT STUDY VALIDATING PREREQUISITE SKILLS AND EXTENDING THE UTILIZATION OF VSM ACROSS SKILL SETS
Williamson, R. L., Casey, L. B., Robertson, J. S., & Buggey, T. (2013). Video Self-
Modeling in Children with Autism: A Pilot Study Validating Prerequisite Skills and Extending the Utilization of VSM across Skill Sets. Assistive Technology, 25(2),
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Video self-modeling is an evidence based practice of viewing one’s self performing acceptable skills and responses. These videos are carefully edited to depict images of the student performing skills (they have not yet mastered) at mastery level. VSM has been shown to increase appropriate responding behaviors, increases social communication, and modify inappropriate behavior in children with
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