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Clinical Practice

Video Modeling and Video Self-Modeling in ABA

Video modeling (VM) and video self-modeling (VSM) are evidence-based instructional strategies that use video recordings to demonstrate target behaviors for individuals to observe and imitate. VM shows a model performing the behavior correctly, while VSM shows the individual themselves successfully performing the behavior, often through editing to remove errors and prompts. Both approaches leverage observational learning principles to teach social skills, daily living skills, vocational tasks, and academic behaviors across populations. This guide covers the types, procedures, research base, and clinical considerations for using video-based interventions.

November 21, 2024

What Is Video Modeling?

Video modeling (VM) is a teaching procedure in which the individual watches a video of a model performing a target behavior and then has the opportunity to imitate the modeled behavior. The video serves as a visual prompt or instructional tool, showing the complete behavior sequence in a naturalistic or staged context.

Bandura's social learning theory provides the theoretical foundation for video modeling. Observational learning requires attention to the model, retention of the observed behavior, the ability to reproduce the behavior, and motivation to perform it. Video modeling capitalizes on these components by presenting clear, repeatable demonstrations that the individual can watch as many times as needed.

Types of Video Modeling

Basic Video Modeling

In basic video modeling, another person (an adult, peer, or sibling) serves as the model. The model demonstrates the target behavior on video, and the individual watches the recording before the opportunity to perform the behavior. The model should be someone the individual relates to, and the video should be filmed from the observer's perspective when possible.

Video Self-Modeling (VSM)

Video self-modeling uses the individual themselves as the model. The individual is recorded performing the target behavior (often with prompts and support), and the recording is edited to show only successful, independent performance. When the individual watches the edited video, they see themselves performing the behavior competently, which can increase self-efficacy and motivation.

Dowrick (1999) described two primary forms of VSM:

  • Positive self-review: Editing existing footage to show the individual's best performance, removing errors, hesitations, and prompts.
  • Feedforward: Creating a video that shows the individual performing a behavior they have not yet mastered independently, achieved through creative editing, prompting during filming, or combining clips.

Point-of-View Video Modeling

Point-of-view (POV) video modeling films the target behavior from the first-person perspective. The camera shows what the individual would see if they were performing the behavior, including their hands manipulating objects, the materials in front of them, and the environment from their viewpoint. POV modeling can be particularly effective for task completion and daily living skills because it eliminates the need for the individual to translate a third-person view into first-person actions.

Video Prompting

Video prompting breaks the target behavior into discrete steps and shows each step individually, with the video pausing after each step to allow the individual to perform that step before viewing the next. This is different from video modeling, which shows the entire behavior sequence in one continuous viewing.

When to Use Video-Based Interventions

Video modeling is appropriate when the individual has basic imitation skills, can attend to a video screen for the duration of the clip, the target behavior can be clearly demonstrated on video, and the individual responds better to visual instruction than verbal instruction. Research has demonstrated effectiveness across many behavior domains including social skills, conversation skills, play skills, daily living skills, vocational tasks, and academic behaviors.

Creating Effective Videos

Production Guidelines

  • Keep videos short: Most effective modeling videos are 1 to 5 minutes long. Shorter videos maintain attention and can be replayed efficiently.
  • Film in the natural context: When possible, record the video in the same setting where the individual will perform the behavior.
  • Use clear, simple demonstrations: Avoid extraneous actions, dialogue, or distractions. Show only the essential components of the target behavior.
  • Match the complexity to the individual: For individuals with limited attending skills, use shorter clips with fewer steps. For more advanced individuals, longer and more complex demonstrations are appropriate.
  • Include relevant cues: Show the natural discriminative stimuli that should occasion the behavior (e.g., a peer saying "hi" before the model demonstrates a greeting response).

VSM-Specific Considerations

For video self-modeling, film multiple takes to capture successful performance. Use prompting during filming, then edit out all prompts and errors. The final product should show only fluent, independent behavior. Video editing software makes this process accessible, though it requires careful attention to maintaining natural pacing and transitions.

Implementation Procedure

  1. Select and operationally define the target behavior.
  2. Assess the individual's prerequisite skills (attention, imitation).
  3. Create the video model following the production guidelines.
  4. Show the video to the individual immediately before the opportunity to perform the behavior.
  5. Provide the opportunity to perform the behavior in the natural context.
  6. Collect data on the individual's performance.
  7. Provide reinforcement for correct responses.
  8. Repeat viewings as needed, fading video support as the individual demonstrates independent mastery.

Evidence Base

Video modeling has an extensive evidence base. Bellini and Akullian (2007) conducted a meta-analysis of 23 single-subject studies and found that VM and VSM met criteria for evidence-based practice for addressing social communication skills, functional skills, and behavioral functioning in individuals with autism spectrum disorder. The National Professional Development Center on ASD also classifies video modeling as an evidence-based practice.

Common Mistakes

  • Videos that are too long or complex: Overly long or complicated videos lose the individual's attention and make it harder to identify the key behaviors to imitate.
  • Not controlling for distracting elements: Background noise, extra people, or irrelevant objects in the video can draw attention away from the target behavior.
  • Skipping prerequisite assessment: If the individual cannot attend to video or has not demonstrated basic imitation skills, video modeling will not be effective.
  • Not fading the video: The video should be gradually faded once the behavior is established, not used indefinitely as a permanent prompt.

BCBA Exam Relevance

Video modeling may appear on the BCBA exam in questions about evidence-based practices, technology-aided instruction, imitation-based teaching, and visual supports. Know how to distinguish between VM, VSM, POV modeling, and video prompting. Understand the prerequisites for effective implementation and the research base supporting each variation.

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