A Systematic Review with Quantitative Synthesis of Video Modeling Techniques on Functional and Social Skills for Children and Adolescents with Autism

Purpose of the Review: Video modeling (VM) is a well-established, evidence-based technique for teaching functional and social skills to individuals with neurodevelopmental disabilities. Despite being evidence-based interventions, a systematic review with quantitative synthesis of distinct types of VM interventions remains limited. This systematic review with quantitative synthesis aimed to compare the efficacy of four distinct modeling intervention techniques, including adult VM, video self-modeling (VSM), point-of-view VM (POVVM), and peer VM, in enhancing functional and social skills among children and adolescents with autism spectrum disorder (ASD). Collection and Analysis of Data: Nineteen single-case experimental design (SCED) studies were analyzed. The intervention effects were assessed using the percentage of non-overlapping data (PND). The Kruskal-Wallis test and Dunn’s post-hoc test showed highly significant differences among the four VM techniques. Results suggested that POVVM and VSM demonstrated higher median effectiveness scores than peer VM techniques. However, comparisons among other intervention groups did not show significant differences. Conclusions: The findings suggested that POVVM and VSM yielded better functional and social skill outcomes among children and adolescents with ASD, especially for functional skills. However, because the present study relied on non-parametric inferential statistics and small subgroup sizes, definitive claims of superiority and generalizability are precluded. Nonetheless, these results guide educators and clinicians to use the most effective interventions to improve the functional and social skills of children and adolescents with ASD.