History of Modeling

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Video Modeling in Children with ASD Jeremy Randolph and Sarah Boone Bellarmine DPT Class of 2015 Introduction Research Findings History of Modeling Question: Is video modeling an effective physical therapy treatment in children with Autism Spectrum Disorder (ASD)? • 1968, Albert Bandura first introduced observational learning as a theory that describes learning through observation and imitation of others.2 • 1977, Bandura showed that children develop skills based on observing others.2 • Studies on observational learning first used only typical children, but later investigated children with various disabilities.2 • Observational learning has been shown to be an effective tool in acquisition of skills such as:2 • Language (Egel et al., 1981; Goldstein & Mousetis, 1989; Lovaaset al., 1966) • Appropriate play skills (Elliot & Vasta, 1970) • Motor skill development (Baer et al., 1967) • Self-help skills (Hall et al., 1989) • Symbol recognition (Oliver, 1983) • Technological advances have allowed video to be used as a tool in observational learning in recent years.2 • Video has been used to teach the following skills:2 • Sport skill acquisition (Franks & Maile, 1991) • Appropriate sexual behaviors (Dowrick & Ward, 1997) • Conversation skills (Pierce et al., 1999) • Vocational skills (Cavaiuolo & Gradel, 1990) • In the Shipley-Benamou et al., 2002 study, prior to video modeling, children with ASD were able to complete functional tasks in a range of 0-23%. After video modeling, the children were able to complete the same tasks in a range of 94-100%.2 • Charlop-Christy et al., 2000, found that video modeling led to quicker acquisition and better generalization of skills in 4 out of 5 children with ASD when compared to live modeling.6 • Lasater and Brady, 1995, found that a video instruction package increased task fluency and promoted generalization to other tasks in children with ASD.4 • Results of a meta-analysis show that video modeling and video self modeling are both effective for teaching skills for a broad range of children and adolescents with ASD.4 Autism Spectrum Disorder Diagnostic Criteria according to DSM V (2013):1 A.      Persistent deficits in social communication and social interaction across multiple contexts (further defined in DSM V). B.      Restricted, repetitive patterns of behavior, interests, or activities, as manifested by at least two of the following, currently or by history: 1.       Stereotyped or repetitive motor movements, use of objects, or speech 2.       Insistence on sameness, inflexible adherence to routines, or ritualized patterns or verbal nonverbal behavior 3.       Highly restricted, fixated interests that are abnormal in intensity or focus 4.       Hyper- or hyporeactivity to sensory input or unusual interests in sensory aspects of the environment C.      Symptoms must be present in the early developmental period but may not become fully manifest until social demands exceed limited capacities, or may be masked by learned strategies in later life. D.      Symptoms cause clinically significant impairment in social, occupational, or other important areas of current functioning. E.       These disturbances are not better explained by intellectual disability. Image from: http://media.shawconnect.ca/tech/files/2013/02/2-19-2013-4-50-29-PM.jpg Why use Video Modeling for Children with ASD? Bibliography • 1. Diagnostic and Statistical Manual of Mental Disorders. 5th ed. Washington, DC: American Psychiatric Association; 2013. • 2. Shipley-BenamouR, Lutzker JR, Taubman M. Teaching daily living skills to children with autism through instructional video modeling. Journal of Positive Behavior Interventions. 2002; 4(3):165-175 • 3. Charlop-Christy MH, Le L, Freeman KA. A comparison of video modeling with in vivo modeling for teaching children with autism. Journal of Autism and Developmental Disorders. 2000; 30(6):537-552. • 4. Bellini S, Akullian J. A meta-analysis of video modeling and video self-modeling interventions for children and adolescents with autism spectrum disorder. Council for Exceptional Children. 2007; 73(3): 264-287. • 5. Hume K, Loftin R, and Lantz J. Increasing independence in autism spectrum disorders: a review of three focused interventions. Journal of Autism & Developmental Disorders. 2009; 39:1329-1338. • 6. Delano ME. Video modeling interventions for individuals with autism. Remedial and Special Education. 2007; 28:33-42. • Charlop-Christy et al., 2000 found that both live modeling and video modeling are both effective in teaching new behaviors to children with ASD, and also in the maintenance of these learned behaviors.3 • These authors also suggested that video modeling may be more effective than live modeling because videos do not place social demands. • Videos may be more beneficial than live modeling because they can easily be shared and reused with others.3 • Video modeling can easily be edited to remove unwanted or irrelevant parts of a modeled skill or behavior. This allows the child with ASD to focus on the wanted or essential aspect of the task or skill.4 • Video modeling may reduce over-reliance on others for prompts.5 • Skills learned from videos transfer well to other settings . 5 http://www.livingwithcerebralpalsy.com/schroth-method.php http://www.friendswithbends.org/2010/04/11/hello-world/ Image from: http://ww1.prweb.com/prfiles/2012/07/23/9728113/AutisMate%20app%20for%20autism.png