Video Modelling and Behaviour Analysis: A Guide for Teaching Social Skills to Children with Autism

By Christos Nikopoulos; Mickey Keenan | Go to book overview

CHAPTER4 Implementation of
Video Modelling in Autism

Through the unknown, we will find the new.

Charles Baudelaire, Les Fleurs du Mal (1857)


4.1 Using video modelling with children with autism:
A brief overview

During at least the last three decades video modelling has been used in the treatment of individuals with autism in a variety of different forms and contexts, in combination with other behavioural procedures or not. Thus, in 1982, Steinborn and Knapp first reported empirical evidence on the use of video modelling as a treatment procedure for a child with autism. They used a behavioural training programme and a classroom-based model of a traffic environment in order to teach a child with autism pedestrian skills. Specifi– cally, they used video recordings to familiarise the child with traffic at local intersections and their results revealed positive effects of the treatment package which generalised to the natural environment with minimal training.

A few years later, Haring et al. (1987) investigated the generalisation of purchasing skills across community settings to youths with autism using videotape modelling. Their results showed that in conjunction with interac– tive in vivo training, video modelling was effective in increasing independent functioning and social responding in three community settings for all three

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