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Using Video Modeling to Teach Students with Autism

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Title: Using Video Modeling to Teach Students with Autism
Language: English
Authors: Jason C. Travers (ORCID 0000-0003-1956-3519), Kevin Ayres
Source: TEACHING Exceptional Children. 2025 58(2):116-122.
Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Peer Reviewed: Y
Page Count: 7
Publication Date: 2025
Intended Audience: Teachers
Document Type: Journal Articles
Reports - Descriptive
Descriptors: Video Technology, Modeling (Psychology), Students with Disabilities, Autism Spectrum Disorders, Technology Uses in Education, Program Development, Program Implementation
DOI: 10.1177/00400599251340612
ISSN: 0040-0599
2163-5684
Abstract: Video modeling (VM) is a type of video-based instruction that shows each step in a chain of skills needed to complete a task. It is a well-established instructional intervention that can improve a variety of education-related outcomes for students with autism. This article describes the steps special educators who want to use VM for instruction will need to follow, including establishing candidacy, preproduction, postproduction, and implementation. With the ubiquity of smartphones, tablet computers, and simple video editing software and platforms, VM can be used by nearly any special educator and can ensure consistent instruction across school staff to reliably evaluate the intervention effects.
Abstractor: ERIC
Entry Date: 2026
Accession Number: EJ1493736
Database: ERIC
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  Value: <anid>AN0190255299;tec01nov.25;2025Dec17.04:50;v2.2.500</anid> <title id="AN0190255299-1">Using Video Modeling to Teach Students With Autism </title> <p>Graph</p> <p> <emph>Mr. Kerabatsos is a middle school special educator who serves students with autism in a specialized classroom. He has spent the past few years seeking ways to improve his use of individualized instruction. Through trial and error, he has learned that accomplishing this task requires development of curriculum, instructional procedures, and training for his two paraprofessionals who share responsibility for educating the students in their classroom. Mr. Kerabotsos has found some evidence-based practices (EBPs) that are reliably effective, including visual supports, function-based behavior intervention, and token systems of reinforcement. However, these interventions have high material costs, include sophisticated procedures that may be difficult to consistently follow, and do not focus on teaching specific skills identified in his students' individualized education programs (IEPs). Mr. Kerabatsos needed an effective instructional intervention that he and his paraprofessionals could readily use with high consistency between them. After reviewing a few university and government websites, Mr. Kerabtosos found that video modeling (VM) is an EBP that could improve outcomes for his students without much cost, even when instructional procedures might be somewhat complex. He decided he would give VM a try given its potential benefits and ease.</emph> </p> <p>"<bold>VM also can support consistent instruction across staff members, which can improve skill acquisition and mastery.</bold></p> <p>VM is a type of video-based instruction that shows each step in a chain of skills needed to complete a task. VM can be used in different ways to meet the unique needs of a particular learner with autism. These include traditional VM, video self-modeling (VSM), point-of-view VM, and video prompting (see <emph>Table 1</emph>). Traditional VM usually involves recording a peer or adult completing a task, which is later shown to the student. VSM shows the targeted student completed the task, usually by splicing together multiple clips of the targeted student completing each step. Point-of-view VM shows how to complete the task from the perspective of the person doing the task. This is often helpful when observing from a third-person perspective makes it difficult to see/understand what exactly must be done (e.g., putting food in a cupboard, ringing up goods for a customer's purchase). Video prompting is similar to VM, but skills are usually presented in much more discrete steps rather than the entire task. These variations share common features—modeling the steps needed to complete a task—but also share other benefits to learners with autism spectrum disorder (ASD) and their teachers.</p> <p>Table 1 Types of Video-Based Instruction With Definitions</p> <p>Graph</p> <p> <ephtml> <table><colgroup><col align="left" /><col align="char" char="." /></colgroup><thead><tr><th align="center">Type of video-based instruction</th><th align="center">Definition</th></tr></thead><tbody><tr><td>Video modeling</td><td>Shows a peer or adult completing a task from a third-person perspective</td></tr><tr><td>Video self-modeling</td><td>Shows the target student completing a task from an observer's (third person) perspective</td></tr><tr><td>Point-of-view video modeling</td><td>Shows the task being completed from a first-person perspective</td></tr><tr><td>Video prompting</td><td>A sequence of brief video clips that show each step in a chain required to complete a task</td></tr></tbody></table> </ephtml> </p> <p>Decades of research indicates VM can improve a variety of academic, functional, social, and employment-related skills. For example, [<reflink idref="bib12" id="ref1">12</reflink>] used VM with virtual manipulatives, digital games, and self-monitoring to improve math skills of two students with autism. [<reflink idref="bib9" id="ref2">9</reflink>] found that VM and video prompting with mobile devices improved domestic skills and community skills, such as using money and managing time. Also, [<reflink idref="bib1" id="ref3">1</reflink>] found many studies that showed VM and VSM led to improved social interactions, functional skills, and behavioral functioning. [<reflink idref="bib4" id="ref4">4</reflink>] systematic review showed VM improved solitary and social play skills of children with autism. These and many other studies, systematic reviews, and meta-analyses have repeatedly found VM has beneficial effects, which has led to this intervention being one of the most scientifically supported interventions for students with autism. [<reflink idref="bib8" id="ref5">8</reflink>] and others have classified VM as an EBP for learners with autism.</p> <p>VM may be an appealing option for many professionals because it is a somewhat efficient intervention. Videos that demonstrate specific skills in a step-by-step process can be played repeatedly, simplifying instruction and ensuring consistency across staff members. This also means a student can be taught to operate the video themselves to complete specific tasks, including tasks that conclude with a naturally reinforcing consequence to support independence (e.g., preparing a snack, accessing a favorite video computer game, having a conversation with friend). [<reflink idref="bib7" id="ref6">7</reflink>] evaluated the use of video to support self-instruction of exercise routines and found video can provide students an opportunity to teach themselves, which is an important lifelong skill. Additionally, social interactions often are difficult for individuals with autism. VM reduces the potential for distraction and confusion that may be associated with social difficulties during instruction delivered by different school staff. VM also can support consistent instruction across staff members, which can improve skill acquisition and mastery ([<reflink idref="bib6" id="ref7">6</reflink>]). Depending on the video model type and student need, professionals may accumulate for future use a library of videos they can repeatedly use to guide students to completion of an acquired but not yet independently mastered or generalized skill. Finally, video instruction may align with the strengths and preferences of students with autism, who often rely on visual information to support understanding and may more readily attend to video-based instruction than spoken or modeled instruction from a teacher. An additional advantage is that most people have access to the hardware and software to create a library of videos to teach various skills, which can save teacher (and staff) time and resources.</p> <p> <emph>Mr. Kerabotsos began reading about VM and realized there were several key considerations to account for before getting started with this intervention. He understood that not all students will benefit from VM and that it was important to ensure students were good candidates for this intervention. He also began to realize there were different ways of using VM and that the process required more than merely taking a video on his phone that showed how a targeted task was completed. Mr. Kerabotsos noticed there were many video models on social media that could be useful, but they sometimes were different—some had voiceover narration, others showed the entire task or each step with a pause, and some used a first-person rather than third-person point of view. He was not sure where to begin.</emph> </p> <hd id="AN0190255299-2">Step 1: Determining Good Candidates for Video Modeling</hd> <p>Special educators who want to use VM for instruction will need to follow a multistep process that includes establishing candidacy, preproduction, postproduction, and implementation (see <emph>Figure 1</emph>). The first step entails determining whether a student is a good candidate for a VM intervention. There are three prerequisite skills a student must have to benefit from VM. First, the learner must have sufficient visual acuity to be able to see the screen used for VM. Students with autism who have vision impairments may not be able to sufficiently observe steps to a task and therefore not benefit from VM. Second, the student must have a generalized imitation repertoire. In other words, the student must already be able to imitate the behavior of others in various ways and in different situations. A student may be good candidate for VM if they can observe someone completing a simple task and then imitate what they observed in slightly different ways and/or in slightly different situations. If a student cannot imitate behavior, then they will be unlikely to benefit from VM. The final prerequisite pertains to student attention. If a student is not easily distracted and does not frequently shift attention to various stimuli in the classroom, then they may be a good candidate for VM. If a student has good visual acuity, can imitate various behaviors in different situations, and consistently demonstrates good attention to a task, then they can be considered good candidates for a VM intervention.</p> <p>"<bold>A student may be good candidate for VM if they can observe someone completing a simple task and then imitate what they observed in slightly different ways and/or in slightly different situations.</bold></p> <p>Graph: Figure 1 Steps and considerations for using video modeling for students with autism</p> <hd id="AN0190255299-3">Step 2: Video Modeling Preproduction</hd> <p>As mentioned previously, VM can support acquisition and generalization of various adaptive, academic, social, behavioral, employment, and other skills. Preproduction begins with identifying the targeted skill and documenting the behavior chain needed to perform the skill (e.g., making a bed, calculating two-digit subtraction with regrouping). This is done by conducting a task analysis. A task analysis is a succinct list of each step/behavior in a chain that is necessary to complete the task. A task analysis is often best completed by doing the task and documenting each step/behavior the task requires. For readers who are unfamiliar, a step-by-step process for completing a task analysis is described by [<reflink idref="bib10" id="ref8">10</reflink>] in a freely available practice guide from the National Professional Development Center on Autism Spectrum Disorder.</p> <hd id="AN0190255299-4">Creating Video Models</hd> <p>There are several advantages to creating your own videos rather than using those available via online social media. First, the stimuli in teacher-created videos will be those immediately familiar and relevant to the learner (e.g., their school or classroom and familiar peers, furniture, and location of materials). Second, the type of VM to be used can be based on the needs of the learner. A student may need to observe a video model from a first-person perspective (i.e., point-of-view VM), but perhaps only traditional videos are available online or found videos do not include all steps (as identified in the task analysis). Creating a video that matches the student's needs may be more impactful than one that does not even if it is more convenient for the professional. Creating videos ensures the teacher can also control things such as speed of presentation, voiceover narration or instructions, and incorporation of multiple exemplars if filming more than one model.</p> <p>Professionals creating their own video models must determine what stimuli should be included. This decision should be based on whether the VM intervention is intended to support acquisition or generalization of a skill. For example, if the intention is to teach a student to use a microwave to prepare a preferred snack at school, then it may be ideal to only use the classroom microwave for the VM. However, if the goal is to support generalized use of most microwaves the student will encounter (e.g., at home, school, workplace, family member's home, etc.), then the video might use various microwaves to model different steps (e.g., pulling the door handle to open vs. pushing a lever). Some skills targeted for a VM intervention may require multiple examples to support acquisition and generalization. For example, if using VM to teach responding to social initiations from various peers, then professionals will need to create VMs that include various peers using different initiations (e.g., "Hey man!"; "What's up, dude?"; "Hi Walter.").</p> <p>With a target skill identified, a task analysis completed, and included stimuli identified, the professional must now decide what type of video model to produce. Specifically, professionals must decide (a) whether to use VM or video prompting and (b) what perspective the video should adopt. As explained, VM typically demonstrates the entire task from start to finish. This is ideal for students who readily remember the process observed and follow the associated steps (teachers can also set video to loop through the task repeatedly so the learner can continue referencing the skill). Some students may not demonstrate this strength and require video prompts, which are very short clips of each step required to complete the task. Accordingly, those students with autism whose strengths include sustained attention and memory recall may be better suited for VM, and those whose needs include brief and perhaps repeated presentation of stimuli to complete the task may benefit more from video prompting.</p> <p>The second decision to make relates to the perspective taken in the video. Traditional VM uses a third-person perspective in which the camera records a person completing the task. Point-of-view VM depicts targeted skill steps from the perspective of the person performing the action. This approach is often ideal when the targeted skill is difficult to see/observe when performed by another person (e.g., typing a website address, ringing up a customer's purchase, navigating a video game console with a controller). VSM involves creating a video of the student completing the task. This usually is done by splicing together brief clips of the student doing each step of the task. This approach is often ideal for social and communication skills instruction. For example, a student who often only speaks in one- to two-word utterances might observe themselves engaging in conversation using three- to five-word utterances. Similarly, a student who typically only says "Hi" in response to a greeting from peers might observe themselves in a video saying "Hi Jeffrey. How's it going?" and then responding in kind to the peer's follow-up question with "I'm doing great. Thanks, man!"</p> <p>"<bold>Locating videos for a VM intervention on popular social media sites may initially seem more efficient than producing your own, but this may not necessarily be the case.</bold></p> <p>The final consideration is whether the video should include voiceover narration of each step of the targeted skill. Some video models include voiceover narration from a teacher who explains steps while they are being demonstrated (e.g., "Next, open the microwave by pressing this button; then place the bowl of food inside. Now, close the microwave door and press the 'Time' button... "). Researchers have found narrated video models can improve job performance (e.g., [<reflink idref="bib2" id="ref9">2</reflink>]; [<reflink idref="bib11" id="ref10">11</reflink>]) and employment-related social skills (e.g., greeting customers, using small talk; [<reflink idref="bib3" id="ref11">3</reflink>]) of teens and young adults with autism. Voiceover narration is perhaps best for students who have some or typical language and communication skills but may still be helpful for nonspeaking students with autism and communication impairments. If using narration, then a final step before video production will be to script the voiceover narration so that it aligns with steps shown in the video model. Narration can be added after the video has been made using video editing software on a smartphone or computer, and scripting the voiceover can enhance the clarity and precision of narrated instruction.</p> <hd id="AN0190255299-5">Limitations of Existing Video Models</hd> <p>Rather than create videos, some professionals may decide to search online for preexisting video models for the intervention. Locating videos for a VM intervention on popular social media sites may initially seem more efficient than producing your own, but this may not necessarily be the case. First, familiar peers who model tasks may support better student engagement, but online videos will not likely include peers familiar to the student. Additionally, the task being modeled may not include the stimuli that reflect the student's natural environment, which might result in limited responding from the student. For example, an online video showing how to prepare a microwavable snack may depict a different microwave in a household kitchen (rather than school) setting with a similar but not identical snack, all of which may render the video model ineffective. Third, the type of VM (i.e., point-of-view VM, VSM, video prompting) needed for a student may not be available for the targeted skill. This could result in spending hours searching for potentially useful videos that do not sufficiently match the strengths, preferences, and needs of a student. This means professionals who prefer to use existing videos need to ensure they select ones that align with the targeted skill and needs of their learner.</p> <p>To evaluate whether an online video is a good option for the target student, professionals should first determine whether the tasks in the potential video use steps very similar or identical to those needed for the target student. Second, they should consider whether the perspective used in the video model (traditional/third-person point of view) is appropriate. If VSM is appropriate or necessary, then online videos (obviously) will not be appropriate. Third, professionals must decide if the stimuli depicted in the video are sufficiently similar or identical to stimuli needed for their video. If, for example, equipment used in the video is very different (e.g., touch controls vs. tactile buttons vs. knobs/dials) from equipment available to the student, then the video probably should not be used. Finally, if the student needs narrated video models but narration is not available in the prospective video or is inconsistent with direction needed for the target student, then the video probably should not be used (see <emph>Figure 2</emph>).</p> <p>Graph: Figure 2 Quick checklist for evaluating whether an online video is appropriate for a video modeling intervention</p> <p> <emph>Mr. Kerabotsos decided he would use VM to teach one of his students, Walter, to have short, informal, socially appropriate conversations with peers. Walter often sought peer attention but did not initiate interactions with them. Walter also sometimes used inappropriate responses to peers who greeted him, and his parents had expressed an interest in addressing this issue during the recent IEP team meeting. Mr. Kerabotsos realized that Walter met the prerequisites for video modeling. He recalled Walter's records indicated good visual acuity. He also knew that Walter usually sustained attention during teacher-led instruction and often quickly used skills he observed others using to gain access to preferred items and activities (e.g., entering a password to access a tablet computer game, getting snack from a sealed container). Mr Kerabotsos then decided he would use actual peers in the hallway near their classroom as the stimuli for the video but that peers should use different greetings and follow-up questions for "chit chat." He knew Walter would be more engaged if watching himself, so he decided to use VSM with brief narration at the beginning of each video. He wrote a few short scripts with relevant details for each video and recorded a few students saying different lines so he could edit them together during postproduction.</emph> </p> <hd id="AN0190255299-6">Step 3: VM Postproduction</hd> <p>After video clips have been recorded, professionals will need to prepare them for use during instruction. Preparing videos will require some basic video editing skills using freely available software typically found on most smartphones. The Indiana Institute on Disability and Community at University of Indiana ([<reflink idref="bib5" id="ref12">5</reflink>].) provides a series of video guides for editing clips for video modeling with iMovie, a free native app for the iPhone operating system. Some social media sites (e.g., YouTube) have video editing features included, but professionals will need to ensure they do not violate privacy law or district policy by uploading clips to the site for editing. Ideally, videos should be edited on district-issued hardware, such as a password-protected desktop computer or school-owned tablet, rather than personal devices (e.g., smartphone) to safeguard student privacy. Audio clips may need to be recorded for voiceover/narration if such features will be used in the finalized videos. Voiceover narration can be added to clips at this point in the postproduction process. Editing may require clipping/deleting procedural errors that occurred during filming or cutting out a child who wanders into the middle of the movie with no frame of reference. Readers may need to consult instructions for their specific editing software or, alternatively, find videos online that model the editing tools for their software.</p> <p>With a fully produced and edited video, the teacher must prepare a plan for instruction. The teacher may opt to show the video to the student on a laptop or desktop computer in close proximity to the training environment (e.g., in the classroom prior to going to the playground to practice the skill). Alternatively, the video may be shown in the instructional context on a phone, tablet, or other device. Showing the video in context is advantageous because time between the model and expected performance is considerably shorter. Moreover, if presenting the video in the instructional environment, the teacher potentially increases their options for video use. For example, the teacher may use the video to prime the targeted skill by allowing the student to watch the video uninterrupted prior to introducing a situation where the skill is expected. Videos of skills with numerous steps may be repeatedly paused (and unpaused) to deliver additional instructional supports (e.g., constant time delay, least to most prompting). If the student will operate the video themselves, the teacher may need to teach the student how to queue the video, play, pause, and rewind/restart. Whatever decisions are made, the professional should document them in a lesson plan that outlines the procedures to ensure consistent implementation.</p> <hd id="AN0190255299-7">Step 4: VM Implementation</hd> <p>Although VM is widely regarded an EBP because it has repeatedly been shown to produce positive effects, no intervention is guaranteed to work for all students and situations. Accordingly, professionals have an ethical obligation to evaluate the effectiveness of their VM intervention. Progress monitoring data can reveal whether a goal will be met by the anticipated timeline and if not, support decisions about how to adjust the intervention (e.g., more opportunities to practice per teaching session, more teaching sessions per day or week). Student progress monitoring data also can help professionals recognize when changes to the intervention procedures are needed. For example, low or limited responding may indicate procedures are being used inconsistently (e.g., some staff use partial physical prompts and others provide no prompts). Finally, progress monitoring may reveal that a student may not have the prerequisite skills needed to benefit from the VM intervention. For example, observation of the student during VM sessions may reveal the student is not sufficiently attending to the video, which could imply a need to provide instruction in another way or reteach the student how to use the video.</p> <p>Before implementation, a data collection system must be determined to evaluate whether the VM intervention is effective. Depending on the targeted skill, observation data, such as frequency, duration, percentage of steps completed independently, or percentage of opportunities when the skill was used, may be collected. Frequency is ideal when the number of opportunities is identical across each day. Duration data are best when the goal is to increase or decrease the time needed to perform the skill. In cases where portions of the skill are expected to be acquired gradually (e.g., preparing a simple meal), percentage of steps completed may be the ideal way to measure intervention effectiveness.</p> <p>"<bold>Although VM is widely regarded an EBP because it has repeatedly been shown to produce positive effects, no intervention is guaranteed to work for all students and situations.</bold></p> <p>Implementation planning also should include steps for fading supports to promote independence. A systematic procedure, such as most to least prompting, incorporates fading and may be an ideal strategy to include in the VM intervention. If the student is using the video to prompt themselves, then professionals may encourage students to complete some steps without referencing the corresponding part of the video. For example, a video might omit steps at the end of the task analysis (i.e., backward chaining) or initial steps of the task (e.g., forward chaining).</p> <p>Finally, professionals may decide to begin organizing a collection of videos for their own VM video bank. Previously produced videos may be helpful when a skill has not been maintained and needs a brief refresher lesson. Additionally, videos could be used to teach future students similar skills, particularly social skills and adaptive/daily living skills that most students with ASD often need specialized instruction to acquire and master. Videos can be saved with specific tags (e.g., "preparing snacks," "playing Candyland," "hand washing") and stored in folders labeled with a helpful convention (e.g., "social skills videos," "meal prep videos," "employment skills videos"). Over time, the accumulation of videos may prove a valuable asset for teaching a variety of skills.</p> <p> <emph>Because the number of interactions that could occur each day would be nearly identical due to the same number of passing periods and presence of the same peers, Mr. Kerabotsos decided to use frequency data to track the frequency of multiturn peer interactions. Mr. Kerabotsos edited the clips he recorded of Walter and several other peers asking simple questions or giving typical responses. He then edited together the clips to create what appeared to be multiturn conversations with different peers who Walter recognized and often greeted. The video began with brief narration that reminded Walter he should talk to peers in the hallways. Mr. Kerabotsos then showed the video before classes transitioned from first to second period (and so on) and walked behind Walter up and down the hallway as a way to provide opportunities for interactions. He used a simple data collection form to record the number of times Walter engaged in conversation with a peer for two or more turns. Over the next 2 weeks, he graphed the frequency and noticed a gradual increase in the frequency of interactions per day. He decided he would start making more videos for Walter and two other students, Larry (for organizing his homework) and Woo (for completing bathroom routines). But first, he decided to celebrate by catching a few waves at the beach before meeting his friends for a few hours at the bowling alley.</emph> </p> <hd id="AN0190255299-8">Conclusion</hd> <p>VM is a well-established instructional intervention that can improve a variety of education-related outcomes for students with autism. VM initially was a somewhat expensive intervention with low feasibility for classroom application. However, the ubiquity of smartphones and tablet computers and simple video editing software and platforms means VM can be used by nearly any special educator. The varied types of video-based instruction allow professionals to select what is best for their student and can ensure consistent instruction across school staff to reliably evaluate the intervention effects. Over time, professionals may accumulate a library of videos for instruction to be used for teaching various academic, social, vocational, and other skills.</p> <ref id="AN0190255299-9"> <title> References </title> <blist> <bibl id="bib1" idref="ref3" type="bt">1</bibl> <bibtext> Bellini S., Akullian J. (2007). A meta-analysis of video modeling and video self-modeling interventions for children and adolescents with autism spectrum disorders. Exceptional Children, 73(3), 264–287.</bibtext> </blist> <blist> <bibl id="bib2" idref="ref9" type="bt">2</bibl> <bibtext> Bross L. A., Travers J. C., Huffman J. M., Davis J. L., Mason R. A. (2021). A meta-analysis of video modeling interventions to enhance job skills of autistic adolescents and adults. 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Journal of Special Education Technology, 39(1), 51–66.</bibtext> </blist> </ref> <ref id="AN0190255299-10"> <title> Footnotes </title> <blist> <bibtext> The author(s) declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article.</bibtext> </blist> <blist> <bibtext> The author(s) received no financial support for the research, authorship, and/or publication of this article.</bibtext> </blist> <blist> <bibtext> Jason C. Travers</bibtext> </blist> <blist> <bibtext>Graph https://orcid.org/0000-0003-1956-3519</bibtext> </blist> </ref> <aug> <p>By Jason C. Travers and Kevin Ayres</p> <p>Reported by Author; Author</p> </aug> <nolink nlid="nl1" bibid="bib12" firstref="ref1"></nolink> <nolink nlid="nl2" bibid="bib10" firstref="ref8"></nolink> <nolink nlid="nl3" bibid="bib11" firstref="ref10"></nolink>
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  Data: Using Video Modeling to Teach Students with Autism
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  Data: <searchLink fieldCode="AR" term="%22Jason+C%2E+Travers%22">Jason C. Travers</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-1956-3519">0000-0003-1956-3519</externalLink>)<br /><searchLink fieldCode="AR" term="%22Kevin+Ayres%22">Kevin Ayres</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22TEACHING+Exceptional+Children%22"><i>TEACHING Exceptional Children</i></searchLink>. 2025 58(2):116-122.
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  Data: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
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  Data: 7
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  Data: 2025
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  Data: Teachers
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  Data: Journal Articles<br />Reports - Descriptive
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  Data: <searchLink fieldCode="DE" term="%22Video+Technology%22">Video Technology</searchLink><br /><searchLink fieldCode="DE" term="%22Modeling+%28Psychology%29%22">Modeling (Psychology)</searchLink><br /><searchLink fieldCode="DE" term="%22Students+with+Disabilities%22">Students with Disabilities</searchLink><br /><searchLink fieldCode="DE" term="%22Autism+Spectrum+Disorders%22">Autism Spectrum Disorders</searchLink><br /><searchLink fieldCode="DE" term="%22Technology+Uses+in+Education%22">Technology Uses in Education</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Development%22">Program Development</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Implementation%22">Program Implementation</searchLink>
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  Data: 10.1177/00400599251340612
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  Data: 0040-0599<br />2163-5684
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  Data: Video modeling (VM) is a type of video-based instruction that shows each step in a chain of skills needed to complete a task. It is a well-established instructional intervention that can improve a variety of education-related outcomes for students with autism. This article describes the steps special educators who want to use VM for instruction will need to follow, including establishing candidacy, preproduction, postproduction, and implementation. With the ubiquity of smartphones, tablet computers, and simple video editing software and platforms, VM can be used by nearly any special educator and can ensure consistent instruction across school staff to reliably evaluate the intervention effects.
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  Data: 2026
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      – Text: English
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        PageCount: 7
        StartPage: 116
    Subjects:
      – SubjectFull: Video Technology
        Type: general
      – SubjectFull: Modeling (Psychology)
        Type: general
      – SubjectFull: Students with Disabilities
        Type: general
      – SubjectFull: Autism Spectrum Disorders
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      – SubjectFull: Technology Uses in Education
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      – TitleFull: Using Video Modeling to Teach Students with Autism
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            NameFull: Jason C. Travers
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            NameFull: Kevin Ayres
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              M: 11
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              Y: 2025
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