The Autism Society Event and Education Recordings Archive

Findings of recent research on the use of self-modeling with preschoolers with autism spectrum disorders will be presented along with a discussion on why this technique may be especially effective with children with this population. Attendees will also be taught how to plan, film, and edit their own videos. The number of effective interventions for use with children with autism spectrum disorders is relatively limited and the research on these methods is very thin. Any new form of instructional methodology that could be applied to this population should be welcomed, but only following appropriate analysis and study. Video self-modeling (VSM) is a relatively new technique for modifying and training behaviors and has accumulated a relatively impressive track record in the research literature. In his 2007 meta-analysis of self-modeling research with children with autism, Bellini identified only 8 studies where VSM was applied to children with autism. Two of those studies were the author’s and since publication of Bellini’s article, three more studies have been completed by the author at the Siskin Children’s Institute in Chattanooga. Using only positive imagery, VSM gives persons the opportunity to view themselves performing a task just beyond their present functioning level via creative editing of videos using VCRs or editing software (a process that Dowrick labeled as feedforward). The presenters will provide a summary of recent research conducted using VSM with preschoolers with pervasive developmental delay and will explain why self-modeling might be especially effective for children with autism spectrum disorders. Case studies will be used to illustrate the filming and editing processes. Targeted behaviors of the research included both language and socialization skill development. Attempts at promoting social interactions between children with autism spectrum disorders and peers using methods such as social stories and buddy systems have produced mixed results. The use of self-modeling with the same behaviors has resulted in marked improvements. In the area of language, success has been made in promoting use of signs, increasing lengths of utterances, improving rates of initiations and responding, and transitioning from signs to verbalizations.
There will then be a discussion of why self-modeling might be especially effective with children with Autism Spectrum disorder. This will include references to Temple Grandin’s book Thinking in Pictures, Bandura’s work on models and self-efficacy, The TV medium and autism, and Kehle’s theory of self-modeling and memory. Attendees will then receive instruction in how to plan, film, and edit their own self-modeling videos. Planning will include task analyzing behaviors and using storyboards. Participants will be shown the necessary equipment and software for producing videos. For the latter, both the Mac-based Imovie^@ and the PC-based MovieMaker^@ will be discussed. The presenters will also talk about the new Center for Self-modeling Studies at the Siskin Children’s Institute and the associated website. Attendees will be invited to use this site to report results of their efforts with VSM and to use it as a resource for troubleshooting and talking to others using self-modeling strategies. Finally, the legal and confidentiality issues associated with self-modeling will be addressed including obtaining informed consent, ethical use of videos, and IEP/IFSP considerations.

Learning Objectives: