The Effects of Video Modeling on Autism Spectrum Disorder Symptoms in Children

Autism Spectrum Disorder (ASD) is a complex neurodevelopmental condition. ASD usually manifests in the first 5 years of life and affects a child's speech and communication abilities. Besides, it is associated with limited and repetitive symptoms, activities, and behavior patterns. Social functioning deficits are the main cause of ASD–related problems. Social communication deficits, in several areas, including impairments in social interactions (e.g., the lack of dialogue), problems in nonverbal communication skills (e.g., the lack of eye contact, the lack of body language), difficulties in understanding relationships (e.g., the difficulty of grasping for details in social interaction), as well as repetitive and restricted behaviors and interests, such as banging or twisting, indicate this disorder. Research revealed that the prevalence of ASD is increasing; international and domestic research has supported this finding. Despite the development of therapies in this area, children with ASDs are highly resistant to treatment; however, those receiving special services and early intervention may maintain their ability to acquire communication and independence skills in the future. Numerous multimedia methods have been introduced for use in ASD interventions; video models are particularly essential due to simplicity, affordability, and cost–effectiveness. Evidence suggested that video modeling is effective in improving ASD. However, relevant domestic research is scarce. The effects of this training on different aspects of ASD remain unclear. Thus, the present study aimed to investigate the effects of a particular video modeling, i.e., prompting video modeling on communication skills, social interactions, and emotional–social responses in children with ASD.

This was a quasi–experimental study with a control group design. The statistical population of this study included 4–8–year–old children with ASD who were treated at the Center of Tehran Autism from 2016 to 2018. Accordingly, a combination of targeted and convenience sampling methods was applied for the selection and randomization of the study sample. According to the inclusion criteria, 12 children were selected and placed in the study groups. A previously generated video clip using the prompting video modeling approach was presented to the research participants in 24–minute and 30–minute sessions to teach social and communication skills. Before and after the intervention, the study participants were tested for the aforementioned skills. The research instrument included the Gilliam Autism Scale (Gilliam, 1995) and the Dunn's Sensory Profile (Dunn, 1999). The collected data were analyzed using Multivariate Analysis of Covariance (MANCOVA) in SPSS.

After making statistical assumptions based on the MANCOVA data, it was found that (after adjusting the pretest effect), there was a significant difference between the mean scores of the experimental and control groups at least in one of the 3 study variables (p<0.05). More precisely, based on MANCOVA data (after adjusting the pretest effect), the study groups presented significant differences in communication and interaction (p<0.05); however, there was no significant difference in emotional responses in posttest scores.

Overall, considering the present study data, we established the effectiveness of using newer technology–based interventional methods, including video modeling in treating children with ASDs. Therefore, due to the high costs and inconsistent results of classical interventions, as well as the difficulty of treating children with ASDs’ communication issues during face–to–face interventions (e.g., the prevalence of treatment abandonment or the lack of therapeutic communication), using methods, like prompting video modeling is necessary. Therefore, based on video modeling techniques, it is recommended to improve family communication and reduce medical costs imposed on the family.