Video-Modeling Group
Annotated Bibliography
01/03/2012
Apple, A. L., Billingsley, F., Schwartz, I. S., & Carr, E. G. (2005). Effects of video
modeling alone and with self-management on compliment-giving behaviors of children
with high-functioning ASD. Journal of Positive Behavior Interventions, 7(1), 33-46.
The authors of this article conducted 2 experiments in which they examined the effects of video
modeling on compliment-giving behaviors of children with high-functioning autism spectrum
disorders (ASD). The first experiment had two male participants that were 5 years old and
attended an early intervention program for students with ASD. This experiment utilized a video
modeling intervention that encouraged the recipients to initiate or “make” compliments as well
as respond to specific initiations with a compliment. Results showed significant gains in response
to peer initiations but little to no participant initiations after withdrawal of the intervention. The
second experiment introduced a self-management procedure to encourage the participants to
initiate more compliments and receive reinforcement. A previous student from experiment 1, and
2 new students who attended that same program were included. This study indicated that with the
introduction of self-management and corresponding reinforcement, all participants were able to
maintain initiations even when the video model was withdrawn.
Banda, R.D., Matuszny R.M., Turkan, S. (2007). Video modeling strategies to enhance
appropriate behaviors in children with autism spectrum disorders. Teaching Exceptional
Children, 39(6), 47-52.
In their article, Banda, Matuszny, and Turkan aim to inform teachers who seek to employ
evidence based practices when teaching students with autism. They describe what an evidencebased practice is and why it is so important. They also provide a summary as to what the
literature says about video modeling. They compare video modeling to peer modeling and
discuss what parents, teachers, as well as students find so appealing about video modeling. The
authors also provide readers with steps for conducting video modeling interventions. This article
would be beneficial to anyone interested in employing new evidence based practice when
teaching students on the autism spectrum and/or anyone looking to learn how to go about starting
a video modeling intervention themselves.
Bellini, S., Akulian, J. (2007). A meta-analysis of video modeling and video selfmodeling interventions for children and adolescents with autism spectrum disorders.
Council for Exceptional Children, 73(3), 264-287.
Scott Bellini and Jennifer Akullian of the Indiana Resource Center based out of Indiana
University set out to conduct a review of the existing literature about video modeling
interventions. They chose to analyze 23 single-subject studies published between 1980 and 2005.
In their meta-analysis of the existing literature, they examined the outcomes of these studies.
Specifically, they examined intervention, maintenance, and generalization effects of video
modeling on the social communication skills, functional skills, and behavioral functioning of
individuals with autism spectrum disorders. When analyzing the 23 studies using a coding
system, the authors measured inter-rater reliability and found that inter-rater agreement was 98%.
Not only did they measure and report on their own reliability, but they also analyzed and
reported on the reliability and fidelity of the studies they reported on. This article would be
beneficial to anyone interested in gaining an understanding of what current literature says about
video modeling or anyone interested in evidence-based practices that can be used to benefit the
social communication skills, functional skills, and behavioral functioning of individuals with
autism spectrum disorders.