Video self‐modeling as an intervention strategy for individuals with autism spectrum disorders

Abstract

Abstract Video self‐modeling demonstrates promise as an intervention strategy to improve outcomes in individuals with autism spectrum disorders. This article summarizes the empirical evidence supporting the use of video self‐modeling with individuals with autism spectrum disorders to increase language and communication, increase social skills, modify behavior, and teach functional skills. A comparison of the empirical evidence supporting the use of video self‐modeling with other video modeling interventions is also provided. The use of video self‐modeling as part of a continuum of strategies for this population is supported by the current research base. © 2011 Wiley Periodicals, Inc.

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