Research on variations of video-based intervention suggests that they can be effective for teaching individuals with disabilities a range of socially significant behaviors. Among the relevant studies and reviews, particular emphasis has been given to applications of these procedures for participants diagnosed with autism. The term 'video-based intervention' (VBI) is a broad term used here to be inclusive of procedures that involve presenting video-footage as the independent variable for intervention. Thus, VBI conceptually includes approaches described as video-modeling, video prompting, video self-modeling, computer-based video instruction and video-priming. Five specific reviews were selected to provide a broad evaluation of these intervention approaches. The range of target behaviors studied is summarised and a conceptual framework of procedural types is offered. While various dimensions of intervention effectiveness have been identified, this paper underscores the fact that important practical and theoretical questions regarding video-based intervention remain largely unanswered.

Item Type:	Refereed Article
Keywords:	Autism, video-based instruction, video modelling
Research Division:	Psychology and Cognitive Sciences
Research Group:	Psychology
Research Field:	Educational Psychology
Objective Division:	Education and Training
Objective Group:	Teaching and Instruction
Objective Field:	Teaching and Instruction Technologies
UTAS Author:	Rayner, C (Dr Christopher Rayner)
UTAS Author:	Denholm, CJ (Professor Carey Denholm)
ID Code:	60487
Year Published:	2009
Web of Science® Times Cited:	80
Deposited By:	Conservatorium of Music
Deposited On:	2010-02-09
Last Modified:	2012-10-01
Downloads:	0