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In addition, it acts as a primer to those who are not familiar with overall learning approaches for autistic children and, specifically, visual modeling. Studies in this review were categorized into one of five types of models viewed: adults, peers, self, point-of-view, and mixed (more than one type of model). Descriptive summaries and analyses of outcomes were provided for each study. The article provided a synthesis of the research literature on applications of these five types of models used in video modeling studies and compared their effectiveness with a variety of academic and social skills for acquisition and generalization of behaviors targeted.
Thirty-one articles in total were part of the literature review. The paper was very organized. It clearly followed the noted direction of the authors, reviewing each of the five different video modeling approaches. The review was easy to read without a lot of professional jargon. Notations were made when the authors observed that needed information was omitted. It is suggested, however, that the authors not assume that acronyms are known. In several places, initials are used and not spelled out.
In their discussion, the authors noted that these reports did not compare one type of video modeling to another. In their introduction, they did not discuss the mixed results of visual modeling in general. It should be noted that questions about the validity of this approach overall still remain. They did, however, voice concern about the fact that video modeling may be more useful in some situations or with some individuals than others. This is something that is important...
As the authors note, too often an approach is used, assuming that it will be beneficial for all individuals in a category of need. Yet, it may only be useful for some of the participants and others need another approach. A combination of traditional and video modeling, for example, may be best.
The authors also noted that the use of different camera shots and models may make a difference on the impact. This is an interesting area for follow up. Although this may not have been the appropriate place, it would have been helpful for the author to perhaps have included some examples of videos that have been produced or suggestions for more information. For educators who are considering different alternatives for instruction for autistic children, this is a valuable primer on one new method of approach.
References
Ihrig, K., & Wolchik, S.A. (1988). Peer vs. adult models and autistic children's learning: acquisition, generalization, and maintenance. Journal of Autism & Developmental Disorders, 18(1), 67-79.
Jones, C.D., & Schwartz, I.S. (2004). Siblings, peers, and adults: differential effects of models for children with autism. Topics in Early Childhood Special Education, 24(4), 187-198.
McCoy, K. & Harmansen, E. (2007). Video modeling for individuals with autism: a review of model types and effects. Education & Treatment of Children 30(4), 183-214
Tryon, a.S., & Keane, S.P. (1986). Promoting imitative play through generalized observational learning in autisticlike children. Journal of Abnormal Child Psychology, 14(4), 537-549.
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