Video Self-Modeling for Individuals with Disabilities: A Best-Evidence, Single Case Meta-Analysis

Video-based modeling capitalizes on technology to increase the efficiency of modeling interventions for individuals with disabilities. Video self-modeling is a specific form of video-based modeling that utilizes the learner as the model to provide an opportunity for the learner to view him or herself as competent. This meta-analysis investigated the efficacy of video-self modeling using articles that met quality criteria with a focus on potential moderators of effect including participant characteristics, targeted outcomes, and implementation components. Results indicated strong effects for preschool and elementary aged participants with autism spectrum disorders, particularly when social-communicative and behavioral outcomes were addressed. In regards to implementation variables, significantly larger effect sizes were obtained when positive self-review was implemented as compared to feed forward. Additionally, video self-modeling implemented alone yielded stronger effects than video self-modeling implemented with programmed reinforcement or as part of a package. Gaps in the evidence are identified including limited evidence for the use of video self-modeling with older participants and participants with disabilities other than autism. Implications and suggestions for future research are discussed.