Video self-modeling: An individualized strength-based strategy for supporting the independent transitioning of a child with Autism Spectrum Disorder

Abstract

Children with Autism Spectrum Disorder (ASD) frequently experience difficulties in situations that involve change within their environment and/or changes to their daily routine, and this often manifests in resistance to change. Transitions occur numerous times a day and across multiple settings. The aim of this study was to evaluate the efficacy of Video Self-Modeling (VSM) to support the independent transitioning of a 9-year-old child with ASD who struggles with morning transitions in her home. Results indicated that VSM was highly effective in assisting this child to increase the frequency of independent transitions while simultaneously decreasing the number of challenging behaviours that she demonstrated during those transitions. The foster parents validated the social validity of this strength and evidence-based intervention, and the participant indicated that she liked using VSM and would use this intervention again.

Key Words: video self-modeling (VSM), autism spectrum disorder (ASD), transitions, challenging behaviours (CB)