Video Modelling Interventions in Autism Education: A Systematic Review

Video modelling (VM) is widely used as an instructional strategy to support skill acquisition among individuals with autism spectrum disorder (ASD), particularly within visually mediated learning contexts. This systematic review synthesises recent empirical evidence on the effectiveness, limitations, and practical implementation of VM interventions in autism education. The review followed the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) 2020 guidelines. Electronic searches were conducted in Google Scholar and Springer Nature Link, focusing on peer-reviewed empirical studies published between 2020 and 2024. Following screening and eligibility procedures, 20 studies were included in the final synthesis. Most studies employed single-case experimental designs (SCEDs), with fewer using group-based or quasi-experimental approaches. Due to heterogeneity in study designs, participant characteristics, intervention procedures, and outcome measures, findings were synthesised narratively. Across studies, VM interventions were applied across multiple domains, including social communication, academic learning, vocational skills, and daily living routines. The most consistent evidence was observed for structured and procedural skills. However, the evidence base remains limited by methodological variability, small sample sizes, and the predominance of SCEDs, which constrain generalisability. This review provides a domain-based and implementation-informed synthesis of recent VM research, highlighting contextual factors influencing effectiveness. While VM shows promise, conclusions should be interpreted cautiously. Future research with larger samples and more rigorous designs is needed to strengthen the evidence base.