A Video Self-Modeling Intervention for Postsecondary Students with Autism Spectrum Disorders
Objectives: To determine the efficacy of a VSM intervention for teaching social skills for individuals with ASD in a postsecondary setting.
Methods: In this study, a multiple baseline (Kennedy, 2005) across therapists (study 1 and 2) and across participants (study 3) was used to evaluate the effect of a VSM intervention on social skills. Baseline social skills consisted of breaking eye contact (i.e., looking downward and away from the eyes), not initiating conversation with others, and excessive talking during social conversations (i.e., inability to conduct two-way conversation). VSM intervention sessions consisted of participant viewing a video model of themselves demonstrating (targeted) appropriate social skills.
Results: Two participants demonstrated an immediate effect in target social behavior, while one showed moderate increases. The final participant showed sizeable increases once the prompt component was added to VSM. Modifications to the VSM procedure (i.e., adding a prompt component) appeared to improve the effectiveness of the intervention on targeted social skills for three of the four students diagnosed with ASD.
Conclusions: The results of this study signify a positive effect on social skill behaviors when VSM was introduced for all four participants. Each participant demonstrated increased social skills utilizing VSM to address multiple behaviors while demonstrating considerable flexibility in its implementation (i.e., VSM alone or VSM with prompt). These findings extend the current literature on VSM provided for young children to older individuals diagnosed with ASD who attend college.