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Abstract

Video self-modeling demonstrates promise as an intervention strategy to improve outcomes in individuals with autism spectrum disorders. This article summarizes the empirical evidence supporting the use of video self-modeling with individuals with autism spectrum disorders to increase language and communication, increase social skills, modify behavior, and teach functional skills. A comparison of the empirical evidence supporting the use of video self-modeling with other video modeling interventions is also provided. The use of video self-modeling as part of a continuum of strategies for this population is supported by the current research base. © 2011 Wiley Periodicals, Inc.