Summary of Systematic Review
|Video Modeling Interventions for Individuals with Autism|
Delano, M. E. (2007).
Remedial & Special Education, 28(1), 33-42.
This review meets the criteria for a high-quality evidence-based systematic review.
Indicators of Review Quality:
|The review states a clearly focused question or aim||Yes|
|Criteria for inclusion of studies are provided||Yes|
|Search strategy is described in sufficient detail for replication||Yes|
|Included studies are assessed for study quality||Yes|
|Quality assessments are reproducible||No|
|Characteristics of the included studies are provided||Yes|
This is a review investigating the evidence available for the use of video modeling interventions for children with autism.
- What participant characteristics and settings were described in the studies?
- What type of video modeling intervention was used most frequently (self as model or other as model)?
- What skill areas were addressed, and what types of dependent measures were used?
- What types of research designs were employed, and how often were data collected concerning interobserver agreement, treatment fidelity, and social validity?
- How effective were video modeling interventions in improving the skills of individuals with autism?
Participants with an autism spectrum disorder.
Video modeling intervention.
Number of Studies Included:
1985 to 2005
Autism Spectrum Disorders & Social Communication Disorders
- Video Modeling/Video-Based Instruction
- Overall, results of the review indicated positive gains in social-communicative skills, functional skills, perspective-taking skills, and problem behavior. However, the authors cautioned that: “A small pool of studies was reviewed, and treatment effects were not measured. Consequently, it is unclear at this time whether video modeling is more or less effective than other models of instruction for learners with autism, and too soon to make detailed recommendations for practitioners” (p. 41).
Video Modeling, Autism Spectrum Disorders