Video Modeling and Video Prompting as a Treatment Intervention


This 120-minute recorded webcast will review a variety of video prompting and video modeling interventions that have shown to be successful in the treatment of autism. It is designed for teachers, paraprofessionals, BCaBA’s and BCBA’s working with person’s with autism and/or supervising direct treatment staff and other professionals working with persons with autism, Asperger’s and related disorders.


(BACB®) 2 Type II
(QABA®) – 2 General (In-person)

Picture this. While watching a TV show, a young child viewed something they had never seen before: On the show, the cartoon characters make instruments from things they find around the house. They collect their materials and make a “drum” out of a coffee tin, a “horn” from a paper towel roll, and a “cymbal” using 2 pot covers. The characters begin to practice and then decide to have a concert for family and friends. They create a stage and place chairs out for the audience. Upon viewing this scene, the young child finds a paper towel roll and begins to play the “horn.” He gives his older sister a tin can and tells her that she can be the drummer. He tells his parents to sit down on the couch while he and his sister perform.

The above scenario demonstrates the impact that watching videos can have on one’s behavior. In this specific example, the individual had never been reinforced for making and playing instruments in the past. He was not exposed to the environment in vivo and no specific teaching strategies were utilized to increase this behavior. All his learning resulted from viewing the TV show. This is an example of a video model, teaching a variety of skills such as sociodramatic play and peer interaction, just to name a few. Using videos as teaching tools can help to increase a large array of behaviors and skills as well as decrease unwanted behaviors.


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