1. By. Jodie Qualkinbush

2.  Video modeling interventions involve a child watching videotapes of positive examples of adults, peers, or him- or herself engaging in a behavior that is being taught” (Delano, 1997).  Video modeling procedures have been used successfully to teach children with autism a variety of adaptive behaviors including social, play, requesting, self-care, purchasing, and academic skills” (Mirenda and Maione, 2006)

3.  Adult models, peer models, video self-modeling, and point-of-view video models.  Peer models are normally the same age and gender of the student.  Video Self-modeling (VSM) refers to the observation of images of oneself engaged in adaptive behavior.  Point-of-view video is the visual image that would be seen if the participant was engaged in the behavior including,  Mixed model approaches may combine any of the above model types.

4.  http://www.modelmekids.com/ http://www.modelmekids.com/  http://www.watchmelearn.com/ http://www.watchmelearn.com/

5.  Time for School topics covered include: - Say Hello - Listen to the Teacher - Share - Take Turns - Keep My Hands to Myself - Say Sorry - Sit Quietly - Raise My Hand - Library Behavior - Show Interest in Others - Self-Calming Techniques - Playground Behavior  Time for School Sample Time for School Sample

6.  Time for a Playdate topics covered in this video include: - Greet Friend - Share - Guest Chooses - Stay with Friend - Losing is OK - Answer - Take Turns - Play His Way - Eye Contact - Clean Up - Say Goodbye  Time for a Playdate Sample Scenes: Time for a Playdate Sample Scenes:

7.  School Days – Volume 3 Classic Series DV  School Days models skills including: language, social, academic, motor and functional skills. Volume 3 models these skills in a very fun setting that shows the children how much fun school can be! Emphasis is given to the social aspect of school and attending to the activities of the day.  Sample Sample

8.  Look…Listen…I CAN Do It!™ ◦ SOCIAL PLAY ACTIVITIES ◦ Make a photo album page with friends ◦ Do puzzles with friends ◦ Make a mask with art supplies and shapes ◦ Sing karaoke with friends ◦ Read a book and sing the farm song ◦ Make dinner with play dough ◦ Assemble a mural with a friend ◦ Play the game “pack your bag” with a friend ◦ Sing and act out the numbers song with friends ◦ Put together an opposites book with friends ◦ Sample Sample

9.  BELLINI, S., & AKULLIAN, J. (n.d.). A Meta-Analysis of Video Modeling and Video Self-Modeling Interventions for Children and Adolescents With Autism Spectrum Disorders. Council for Exceptional Children, Vol. 73(3), 264-287.   DELANO, M.Video Modeling Interventions for Individuals with Autism. Remedial and Special Education,, Volume 28, Pg. 33-42.   Maione, L., & Mirenda, P. (2006). Effects of Video Modeling and Video Feedback on Peer-Directed Social language Skills of a Child with Autism. Journal of Positive Behavior Interventions, Volume 8, Number 2(Spring 2006), 106–118.   Social Skills Training Videos & DVD::Autism::Aspergers::Developmental Delays. (2009, April). Model Me Kids. text/html,. Retrieved May 5, 2009, from http://www.modelmekids.com/.   Video Modeling. (2009, April). Watch Me Learn, Teaching Children With Autism. text/html,. Retrieved May 5, 2009, from http://www.watchmelearn.com/catalog/aboutus.html.