Implementing Video Modeling with Learners with Autism Spectrum Disorders

Joshua Plavnick
5.00 out of 5
(3 customer reviews)



This presentation from the 2019 Michigan Autism Conference focuses on the use of video modeling as an instructional method for teaching individuals with autism spectrum disorder (ASD), leveraging advancements in video technology. It covers the process of selecting behaviors for video modeling, efficiently creating videos, systematically presenting and fading these models, and analyzing outcomes to advance instruction or recognize when video modeling may not be suitable.

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Video modeling is an instructional procedure that involves showing a learner a video of another person performing a behavior and then creating an environment for the target learner to perform a similar behavior (Bellini & Akulian, 2007). It is a highly effective educational practice for children with autism spectrum disorder (ASD) who are able to attend to and follow a model. Advances in portable video capture and playback technology offer the potential for practitioners to instantly access models for teaching various skills (Wilson, 2013). However, the process of designing and delivering the intervention requires logistical planning and careful instructional design. This presentation will describe practical tactics and strategies for using video modeling with individuals with ASD. Content will include instructional design features as well as logistical tactics that ease implementation of video modeling. Recommended strategies will draw heavily from our experimental studies conducted over the past 10 years (Duenas, Plavnick, & Bak, 2019; Plavnick & Ferreri, 2011; Plavnick, Sam, Hume, & Odom, 2013; Plavnick & Vitale, 2016; Stauch, Plavnick, Sankar, & Bernacki, 2018). Attendees will learn to select target behaviors to teach individuals with ASD using video models, script and capture video models efficiently, systematically present and fade video models when teaching, analyze outcomes to determine when learners are ready for more advanced video-based instruction, and to determine when video modeling may not be an optimal teaching procedure for individuals with ASD.

About the Speaker

Joshua Plavnick is an assistant professor at Michigan State University in the Department of Counseling Educational Psychology, and Special Education (CEPSE), and director of the Graduate Certificate program in Applied Behavior Analysis. He focuses on applications of behavioral and observational learning theories to develop and evaluate instructional programming for students with autism spectrum disorders and intellectual disabilities. He is currently developing and researching a comprehensive reading program for school-aged children with ASD and is working with the new Early Learning Institute at MSU, a multilevel early intervention program for young children with ASD.

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Below is the entire open-access version of this video. It does not contain embedded questions or interactions like the CEU version of the module.

3 reviews for Implementing Video Modeling with Learners with Autism Spectrum Disorders

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    Great presentation!

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    Well presented, organized, easy to follow . . . had good video clips to illustrate what they were saying. Overall, very effective. Would have liked to see before and after with clients, as some presenters have been able to show.

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    I found this really helpful and loved the examples. I was looking to further my knowledge to better serve my clients and found the examples and templates helpful

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A portion of the proceeds from this module goes directly to the Michigan Autism Conference

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Implementing Video Modeling with Learners with Autism Spectrum Disorders
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