Video Self-Modeling to Reduce Disruptive Behavior in Children Significantly
Impacted by ASD
Kate M. Sadler, M.Ed.
Introduction
VSM is considered an evidence-based practice for youth with ASD
(National Autism Center, 2015). In this technique, the target
behavior is presented, as a brief pre-recorded video clip [1-4]. The
child is videotaped over time and using prompts, the student
depicts his/her best effort of the targeted behavior. The prompts
are later edited out and the student will only see positive and selfdetermined behaviors [1].
Essential to the present study is the fact that within the published
research, the use of VSM to reduce aggressive behavior was only
demonstrated in one study [5-9]. Buggey (2005) used VSM to reduce
tantrum behavior in a mildly impacted, 5 year old student with ASD
and pushing behavior was reduced in a 6 year old boy, who was
moderately impacted by ASD [5-9].
Purpose
The purpose of this study is to examine the effectiveness of using
VSM to reduce aggressive behavior in students with ASD. While
this study replicates Buggey's (2005) study, it extends it in 3
significant ways: (a) includes older students, (b) students are
significantly impacted by ASD, and (c) the intervention includes a
direct instruction component in addition to regular viewings of the
VSM.
Research Questions
(1) Can an antecedent based VSM technique be used to decrease
high rates of aggressive behaviors for individuals severely
impacted by ASD?
(2) What effect will adding a direct instruction component to the
antecedent based VSM technique have on the frequency of
aggressive behavior?
References
[1] Bellini, Gardner, Hudock, & Kashima-Ellington, 2016; [2] Corbett & Abdullah, 2005; [3] Chiak, 2008; [4] Schunk, 2012;
[5] Bellini & Akullian, 2007; [6] Dowrick, 1999; [7] Delano, 2007; [8] Gelbar, Anderson, McCarthy, & Buggey, 2012; [9]
Prater, et al., 2012 [10] Bowder & Cooper-Duffy, 2003; [11] Peters, et al., 2016; [12] Snell, 2006
Participants & Setting
Results
Alex, was 12 years old; he had an overall IQ of 50 and a verbal IQ
of 66. Nate was 10 years old; he had an overall IQ of 39 and a
verbal IQ of 49. Both students were enrolled in a self-contained
school in the Midwestern, United States. The school serves
approximately 158 individuals’ ages 5-16 years with a variety of
moderate and significant special needs as identified by
educational diagnoses.
Intervention & Implementation Procedures
• The objective of the VSM was to demonstrate how a target
behavior can be replaced by a pro-social behavior (see Table 1).
The pro-social instructional strategy depicted in the VSM was
based upon the existing behavior function and self-regulatory
strategy identified in the student’s BIP. Auditory and visual
effects were included to make the video entertaining to watch.
The VSM was presented daily during both conditions B & C.
• Direct instruction was provided, 2 times per week for
approximately 30 minutes per day during condition C only. The
instruction prioritized existing skills, modeled new skills within
the context of various situations and required discrete
responses [10-12].
Discussion and Conclusion
This study demonstrated that an antecedent based VSM technique can be
used to decrease high rates of aggressive behaviors for individuals
severely impacted by ASD. When combined with the direct instruction
component, behaviors had the greatest overall decrease. These finding
warrant further investigation.
This study suggests that VSM can be grasped by students with limited
cognitive functioning and symbolic communication skills as a way to
address unwanted behaviors. Alex, was able to follow the directions in
the video with minimal support from staff beginning during condition B
whereas Nick, benefitted from the direct instruction component during
condition C.