Video Modeling Interventions to Improve Play Skills of Children with Autism Spectrum Disorders: A Systematic Literature Review

Abstract

Children with autism spectrum disorders (ASD) often experience substantial delays in developing appropriate play skills. Video modeling interventions have been successfully used to teach new skills with this population (Shukla-Mehta et al. in Focus on Autism and Other Developmental Disabilities, 25, 23–36 2010). This paper reviews video modeling studies that included children with an ASD and measured a form of engagement in play as one of the dependent variables. Twenty-two studies (n = 57 children) were identified and divided into two categories: solitary and social play. The results indicated that video modeling is an effective intervention to teach various play-related skills. Similarities across intervention methodology are discussed in order to provide general guidelines for the design and use of video modeling interventions. Maintenance and generalization results are also highlighted. Finally, several areas for future research are considered.