Effectiveness of Video Modeling and Social Stories for Children With Autism - Literature review Example

Effectiveness of Video Modeling and Social Stories for Children with Autism Spectrum Disorder TE Literature Review Introduction The purpose of this review was to collect and analyze research studies in recent years on interventions to increase social skills for children with Autism Spectrum Disorders (ASD). I tried to critically review the outcomes of these studies and evaluate whether a given intervention has a positive effect on evidence based practice. This review combined social stories and video modeling in an effort to enhance social skills such as conversation skills for children with autism. Most of the research was based on treatment consisting of two components of observation of videotaped social stories or photo social stories are modeling targeted conversational skills and social interaction in limited time frame. A multiple baseline design across behaviors was used to evaluate the intervention and an increase in 2 out of 3 targeted conversation skills occurred. These findings provide support for including social stories as part of a video treatment package in teaching complex social interaction behaviors to young children with autism. This literature review discusses findings of a study that investigated the effectiveness of video modeling and social stories for increasing request communication of children with autism. Numerous articles on research studies such as the relative efficacy of video modeling as a technique for training preschoolers with autism in social – communicative functioning and using video modeling and social stories in classroom setting were reviewed. Three following three questions were considered and answered based on literature I reviewed. Does using Video modeling and social stories demonstrate positive impact on children with Autism Spectrum Disorder? Does the increase of availability of video modeling and social stories increase use of those tools on classroom setting by teachers? Does the increase of using video modeling will increase social skills for behavior intervention with Autism Spectrum Disorder? This review will critically examine how other researchers conducted their research, what method was used, and what conclusion they came up with. I’ve used video modeling and social stories in my teaching but I was very curious to find out what other research was done and what outcomes were obtained. To locate research articles to answer my questions, I used the ERIC database and Google searches that pertained to the topic. Descriptors/key words for search: Autism Asperger’s Video Modeling Symptoms Autism DSM-IV Autism Alternative Therapies Autism Social Stories Cognitive Behavior Drama (CBD) Autism Biology Autism Psychology Autism Neurobiology Autism I was surprised how many articles I was able to locate that pertained to the topic I am actually experiencing in my teaching. Ultimately I would like to research more about video modeling to incorporate into my teaching method for my students. Findings A variety of data was collected but I presented review according to my three questions. Does using Video modeling and social stories demonstrate positive impact on children with Autism Spectrum Disorder? To following studies have been categorized as using adults, peers, self, point-of-view, and mixed model approaches. Descriptive summaries and analyses of outcomes are provided for each study. Video instruction, comprised of video modeling, video self-modeling, and point-of-view video, has been utilized in various fields of study with various populations and target behaviors. Video instruction as an intervention for children with ASD is resulting in increased positive behavior and peer interaction. Literature on video instruction is reviewed to determine its effects on the acquisition and generalization of social and communication skills for students with ASD in order to determine whether practical findings support video instruction (Shkla-Mehta, Miller, & Callahan, 2010). From the research, video modeling and social stories showed the effectiveness and efficiency of learning and maintaining vocational chain tasks. The primary purpose of this review was to examine the benefits of a video modeling intervention in increasing the social engagement of young children with ASD and those benefits were noticeable according to researches. The study expands previous research by measuring social interactions with same-aged peers in a natural setting rather than with adults in a controlled clinical setting. Intervention and maintenance effects were measured in addition to the social validity of the video modeling procedure (Bellini, Akullian, & Hopf, 2007). Does the increase of availability of video modeling and social stories increase use of those tools on classroom setting by teachers? These studie indicate that video modeling and social stories works very well in the classroom setting as a modeling and social skill building tools with peers. I had many successful cases using social stories either with photos or videos. In my school we have always had cameras and video camera however staff members weren’t aware of permission and procedure issues. Since I’ve been advocating and having workshops to show many examples, purposes, and positive results of using video modeling and social stories, I’ve been getting very good feedback and many requests to make social stories for students with ASD from a variety of disciplines (e.g., special education) teachers, psychologists, social workers, and music therapists). In addition the classroom teachers indicated that video modeling methods were socially acceptable for school settings and would recommend them to other teachers. Effectiveness of research on video modeling as an instructional approach for individuals with autism has been found to be a promising area for teachers and researchers. Over the last three decades the literature has shown successful use of video modeling for teaching a variety of social, academic, and functional skills. Although there are reviews and research showing many obstacles and challenges regarding the treatment of the social deficits in autism, the establishments of more complex social behaviors still remain. Video modeling and social stories appear as part of one approach with the potential to successfully address this challenge in classroom setting. It is suggested that this approach could be an effective addition to peer treatment procedures, especially for children with autism who cannot always be in environments where peers are present. Further, the likely success of video modeling seems to be dependent upon the prior elimination of behaviors that interfere with the development of imitation skills. Video modeling has been demonstrated to be an effective intervention for many challenging populations (e.g., autism) and has been identified as a feasible intervention within schools. Does the increase of using video modeling will increase social skills for behavior intervention with Autism Spectrum Disorder? Video modeling is a well-validated intervention documented in the behavioral sciences. It has been used to target a variety of behaviors across many areas of functioning including language, social behavior, play, academics and adaptive skills. The methodology appears particularly useful for children with autism. In this review of research applications of video modeling, I find several believable explanations that contribute to the unique benefits of video methodology. A great deal of research shows the specific characteristics of autism that may provide a rationale for using visually cued instruction. This restricts the field of focus while not imposing too much demand on social attention or interaction. The unique aspects of video presentation are presented within a social learning context (Bandura, 1977). Corbett (2005, as cited in Corbett & Abdullah, 2005) also discusses additional explanations pertaining to the features video offers, such a restricted field of focus, repetitive presentation of models and situations, and a context that is typically associated with recreation and is thus viewed with greater receptivity and motivation. Discussion Many research studies demonstrated video modeling and social stories as a powerful treatment tool that has evidence of increasing a variety of skills in children with autism. The research provides preliminary effects of video modeling and social stories on establishing instructional stimulus control over a simple behavior that required the termination of ongoing activity ( Nikopoulos & Canavan, 2009). Video modeling and social stories are presented as effective tools for teaching social skills to children with autism. Research shows that video modeling and social stories can provide an individual child with explanations about situations that children with autism may find difficult or confusing. There is good evidence that the approach can be useful for some children with autism spectrum disorders in reducing unwanted behavior and increasing some aspects of social interaction. The approach requires an individual plan for each particular child and should be overseen by an experienced professional, although the plan can be run by teachers and parents (Adams, 2004). From my experience using video modeling and social stories in extended use for many disciplines, I can say the tool is very useful and effective for many students with ASD in natural setting and I think that video modeling is an effective intervention for many target behaviors. However, gaps in the research (e.g., limited social validity data) exist and warrant future research and guidelines for effective implementation of video instruction strategies for students with ASD. Further research is recommended. References Baker, S. D., Lang, R., & Oreilly, M. (2009). Review of video Modeling with students with emotional and Behavioral Disorders. Education and Treatment if Children , v32 n3, 403-420. Bandura, A. (1977). Self-efficacy: Towards a unifying theory of behavioural change. Psychological Review, 84, pp. 191–215.Bellini, S., Akullian, J., & Hopf, A. (2007). Increasing social engagement in young children with autism spectrum disorders using video self modeling. School Psychology Review , 36 (1), 80-90Charlop, m. H., Gilmore, L., & Chang, G. T. (2009). Using Video Modeling to Increase Variation in the Conversation of Children with Autism. Journal of Special Education Technology , 23 (3). Cihak, D. F., & Schrader, L. (2009). Does the Model Matter? Comparing Video Self Modeling and Video Adult Modeling for Task acquisition and Mantanance by Adolescents with Autism Spectrum Disorders. Journal of Special Education Technology , 23 (3). Corbett, B. A., & Abdullah, M. (2005). Video Modeling: why does it work for children with autism? Journal of Early and Intensive Behavior Intervention , 2 (1), 2-8. Delano, M. E. (2007). Video Modeling Interventions for Individuals with Autism. Remedial and Special Education , 28 (1), 33-42. Gena, A., Couloura, S., & Kymissis, E. (2005). Modifying the Affective Behavior of Preschools with Autism Using "In-Vivo" or Video Modeling and Reinforcement Contingencies. Journal of Autism and Developmental Disorders , 545-556. Lang, R., Shogren, K. A., Machalicek, W., Rispoli, m., OReilly, M., Baker, S., et al. (2009). Video Self-Modeling to Teach Classroom Rules to Two Students with Aspergers. Research in Autism Spectrum Disorders , 3 (2), 483-488. MacDonald, Rebecca; Sacramone, Shelly; Masfield, Renee; Wiltz, Kristine; Ahearn, William H;. (2009). Review of Video Modeling with Students with Emotional and Behavioral DIsorders. Journal of Applied Behavior Analysis , 43-55. Marcus, A., & Wilder, D. A. (2009). Comparison of Peer Videlo Modeling and Self Video Modeling to teach Textual Responses in CHildren with Autism. Journal of Applied Behavior Analysis , 335-341. McCoy, K., & Hermansen, E. (2007). Video Modeling for Individuals with Autism: A Review of Model Types and Effects. Educatio and Treatment of Children , 30 (4), 183-213. Nikopoulos, C. K., & Nikopoulou-Smyrni, p. (2008). teaching complex social skills to children with autism; advances of video modeling. Journal of Early and Intensive Behavior Intervention , 5 (2), 30-43. Scattone, D. (2008). Enhancing the conversation skills of a boy with Aspergers Disorder through Social Stories and Video Modeling. Journal of Autism and Developmental Disorders , 38 (2), 395-400. cited Shkla-Mehta, S., Miller, T., & Callahan, K. J. (2010). Evaluating the effectiveness of video instruction on social and communication skills training for children with autism. Focus on Autism and Other Developmental Disabilities , 25 (1), 23-36. cited Shukla-Mehta, S., Miller, T., & Callahan, K. J. (2010). Evaluating the Effectiveness of Video Instruction on Social and Communication Skills Training for Children with Autism Spectrum Disorder. Focus on Autism and Other Developmental DIsabilities , 23-36. Bandura, A. (1977). Self-efficacy: Towards a unifying theory of behavioural change. Psychological Review, 84, pp. 191–215. Read More