Video modelling interventions improve social communication skills for individuals with Autism Spectrum Disorder

Primary objective: To synthesise research studies using single case research design (SCRD) to examine the effects of video modelling for individuals with autism spectrum disorder (ASD) on social communication skills. Secondary objective: To determine whether there is sufficient evidence to classify video modelling interventions as evidence‐based practice.

Design: Systematic review. Of the 15 AMSTAR 2 criteria, this systematic review met 5, partially met 1 and did not meet 5 criteria. The remaining 3 criteria were not applicable.

Search strategy: The authors searched four databases using terms related to the condition (ASD), the intervention (video modelling) and outcomes (social communication).

Selection criteria: Included studies were: published in English between 1985 and January 2015; included at least one participant with ASD, used SCRD with potential to demonstrate experimental control; included social communication skills as one of the outcome measures; implemented video modelling or video self‐modelling only to teach social communication skills to individuals with ASD; and, included a graphic display of outcomes for children.

Methods: The authors used the What Works Clearinghouse SCRD standards to appraise the quality of the research, conducted visual analysis and calculated four nonoverlapping indices (PND, PEM, PDO2 and Tau‐U) to synthesise the research. Two authors independently coded all articles. The intervention was considered evidence‐based practice if it met the What Works Clearinghouse summative rule of five studies, across three research groups, with a minimum of 20 participants (Kratochwill et al., 2013).

Main findings: Twenty‐four studies were included in the review. Three provided strong evidence of a functional relation, 10 provided moderate evidence, 5 provided weak evidence and the remaining studies did not meet the WWC design standards. Video modelling interventions were considered effective in 17 of the studies based on calculation of Tau‐U scores. Application of WWC rules to the data revealed that video modelling interventions could be considered evidence based.

Authors’ conclusions: Video modelling interventions are an evidence‐based practice for improving social communication skills for individuals with ASD. As people with ASD present with diverse symptoms, health professionals should implement evidence‐based practices but adapt as needed.