A Survey on Autism Care, Diagnosis, and Intervention Based on Mobile Apps Focusing on Usability and Software Design.

This article presents a systematic review on autism care, diagnosis, and intervention based on mobile apps running on smartphones and tablets. Here, the term "intervention" means a carefully planned set of activities with the objective of improving autism symptoms. We guide our review on related studies using five research questions. First, who benefits the most from these mobile apps? Second, what are the primary purposes of these mobile apps? Third, what mechanisms have been incorporated in these mobiles apps to improve usability? Fourth, what guidelines have been used in the design and implementation of these mobile apps? Fifth, what theories and frameworks have been used as the foundation for these mobile apps to ensure the intervention effectiveness? As can be seen from these research questions, we focus on the usability and software development of the mobile apps. Informed by the findings of these research questions, we propose a taxonomy for the mobile apps and their users. The mobile apps can be categorized into autism support apps, educational apps, teacher training apps, parental support apps, and data collection apps. The individuals with autism spectrum disorder (ASD) are the primary users of the first two categories of apps. Teachers of children with ASD are the primary users of the teacher training apps. Parents are the primary users of the parental support apps, while individuals with ASD are usually the primary users of the data collection apps and clinicians and autism researchers are the beneficiaries. Gamification, virtual reality, and autism-specific mechanisms have been used to improve the usability of the apps. User-centered design is the most popular approach for mobile app development. Augmentative and alternative communication, video modeling, and various behavior change practices have been used as the theoretical foundation for intervention efficacy.

Visual Supports for Children With Autism in Physical Activity.

Visual supports have been advocated as one strategy to teach children with autism in physical education. However, empirical studies documented inconsistencies in their effectiveness, with some demonstrating positive effects while others reported limited support for their use. Without a clear synthesis of information, physical educators may have difficulties in identifying and meaningfully utilizing visual supports. A systematic literature review on visual supports was conducted with synthesized current literature for physical educators to make informed decisions regarding their use for children with autism in physical education. A total of 27 articles were reviewed, which included empirical- and narrative-based manuscripts. Results suggest that picture task cards, visual activity schedules, and video prompting can be potential strategies that physical educators can use to teach motor skills to children on the spectrum. However, video modeling may need to be further investigated to fully understand how to use it in the context of physical education.

Training Staff to Create Equivalence-Based Instruction Materials in Qualtrics.

Staff training is an important line of research to ensure that clinicians in the field of applied behavior analysis provide quality services. One approach to providing training involves the use of asynchronous training materials in which the trainer and trainee do not need to be physically present at the same time. This allows for training despite limited numbers of trainers or geographic restrictions. The purpose of this study was to train participants to create equivalence-based instruction (EBI) materials in Qualtrics, a commercial survey software package. In the first phase of the study, participants experienced a training package consisting of a video model and task analysis that described how to create EBI materials. Phase 2, evaluated whether the EBI materials created in Phase 1 led to equivalence-based responding. Results indicated that the training was effective for training staff and that staff found the training socially acceptable. Results also demonstrated that the EBI materials resulted in the learning of the trained and derived relations. Supplementary Information: The online version contains supplementary material available at 10.1007/s40732-021-00497-4.

Building Daily Living Skills Through Portable Video Modeling.

This study used video modeling via portable technology to improve daily living skills for a student with an intellectual disability in a university campus-based transition program. Results showed increased independence across four daily living skills. Implications for future practice are discussed.

Integrating video-modeling into counseling skills and techniques course and its impact on counseling self-efficacy.

Counselor education requires a comprehensive curriculum including entry-level courses as counseling skills and techniques which foster students' basic knowledge in counseling and perceived counseling self-efficacy (CSE). Counselor candidates are provided opportunities to observe skills and techniques in practice through video modeling (VM) as one of the most favored teaching methods. The use of VM is not a common method in counselor training in Turkey; therefore, first aim of the current study was to investigate how VM-integrated counseling skills and techniques course affected students' perceived counseling techniques efficacy and CSE. The second aim was to gain a deeper understanding of the use of VM as a teaching method in this course. A mixed-methods sequential explanatory design was used. The research setting of the current study was the undergraduate counseling skills and techniques course that integrated 10 previously developed short videos about counseling techniques or processes. There were 41 third-year students enrolled in this course who participated in the study (quantitative phase). Seven voluntary students (out of 41) participated in the focus group (qualitative phase). The paired samples t-test was applied to analyze the effectiveness of VM and the content analyses were conducted to examine qualitative data. Results showed that the VM-integrated course increased students' perceived efficacy in using techniques and general CSE. Results of the focus group were categorized under four themes and provided critical insights to better understand the factors leading to increased self-efficacy. The results of this study were discussed in the light of previous literature on counselor education.

Implementation of video modeling in the occupational therapy intervention process for children and adolescents with special needs: A scoping review.

This scoping review explores the implementation of video modeling (VM) by occupational therapists during the intervention process for children and adolescents with special needs. Four primary electronic databases were used to conduct the scoping review: PubMed, Scopus, CINAHL, and Proquest (Nursing and Allied Health). Research methodologies by Arksey and O'Malley were used as a framework to perform the review process. From the review, two themes emerged: (1) implementing VM by occupational therapists during the intervention process can successfully improve a client's desired skills; (2) VM can be applied through several types of technologies. The findings support occupational therapists' use of VM during interventions to positively enhance and promote desired skills among children and adolescents with special needs. Also, it can be incorporated into technological devices to suit a client's specific needs.

Home-Based Video Modeling on Food Selectivity of Children With an Autism Spectrum Disorder.

Aim: The purpose of this study was to evaluate the effects of video modeling - in the home setting - on food selectivity of three children with an autism spectrum disorder. Methods: Using a multiple baseline experimental design, the researcher implemented an in home video modeling intervention during dinner for all three participants. Intervention consisted of a video modeling condition, a video modeling plus reinforcement condition, and follow-up probes conducted for five months after the departure of the researcher. Results: The video modeling alone resulted in an increased acceptance of food by participants. When reinforcement was added to the video modeling, a higher level of food acceptance occurred for all three participants. Conclusion: The results suggest that video modeling was effective in increasing food acceptance, but food acceptance was higher for all three participants when reinforcement was added. Follow-up probes conducted for five months after the departure of the researcher suggest that the video modeling intervention was responsible for the increased food acceptance.

Video Modeling of SBIRT for Alcohol Use Disorders Increases Student Empathy in Standardized Patient Encounters.

OBJECTIVES: The purpose of this study was to assess the usefulness of adding video models of brief alcohol assessment and counseling to a standardized patient (SP) curriculum that covers and tests acquisition of this skill. METHODS: The authors conducted a single-center, retrospective cohort study of third- and fourth-year medical students between 2013 and 2015. All students completed a standardized patient (SP) encounter illustrating the diagnosis of alcohol use disorder, followed by an SP exam on the same topic. Beginning in August 2014, the authors supplemented the existing formative SP exercise on problem drinking with one of two 5-min videos demonstrating screening, brief intervention, and referral for treatment (SBIRT). P values and Z tests were performed to evaluate differences between students who did and did not see the video in knowledge and skills related to alcohol use disorders. RESULTS: One hundred ninety-four students were included in this analysis. Compared to controls, subjects did not differ in their ability to uncover and accurately characterize an alcohol problem during a standardized encounter (mean exam score 41.29 vs 40.93, subject vs control, p = 0.539). However, the SPs' rating of students' expressions of empathy were significantly higher for the group who saw the video (81.63 vs 69.79%, p < 0.05). CONCLUSIONS: The findings did not confirm the original hypothesis that the videos would improve students' recognition and knowledge of alcohol-related conditions. However, feedback from the SPs produced the serendipitous finding that the communication skills demonstrated in the videos had a sustained effect in enhancing students' professional behavior.

Evaluation of a training package to teach pairing procedures.

Pairing is a commonly recommended practice used to build rapport and create positive therapeutic environments. However, there are limited evaluations of training procedures to teach pairing skills to direct-care staff. The purpose of the present study was to formalize and improve the efficiency of the training process for the initial stages of pairing using video modeling with embedded voice-over instructions plus performance feedback. Participants included three dyads of behavior technicians and children with autism. The results indicated that the training package increased the consistency of pairing implementation. These outcomes were maintained in a novel setting and for up to 4 weeks following training. We also measured relevant child behaviors such as joint attention, engagement, indices of happiness, and calm. Specific areas for future research are described.

Effectiveness of video modeling in teaching earthquake and postearthquake evacuation safety skills for children with autism.

The purpose of the present study was to investigate the effectiveness of video modeling to teach safety skills during earthquakes and postearthquake evacuation to children with autism. Three male children with autism, aged 9-10 years, participated in the study. The results indicate that video modeling was effective at promoting the acquisition of "drop, cover, and hold on" and evacuation skills for all three students. Furthermore, the skills generalized to a new setting for all three participants and maintained up to 4 weeks after video modeling for the two participants for whom maintenance was evaluated. Social-validity data were also collected from participants, their parents, and a teacher, and the findings were positive overall. Implications for instruction and future research are discussed based on the results of the study.

Comparing video feedback and video modeling plus video feedback for improving soccer skills.

This study compared the effects of video feedback (VF) as a stand-alone intervention and video modeling plus video feedback (VMVF) for improving soccer players' static ball control skills. Research has suggested that VF alone and VMVF produce substantial improvements for young athlete's skills, though no studies have compared the two. Therefore, we used a multiple-baseline-across-participants design with embedded alternating treatments to compare VF and VMVF. Two 10-year-old female soccer players and one 9-year-old male soccer player participated. The first author implemented the VF and VMVF training procedures and assessed the same three target behaviors across participants. The results suggested that VF and VMVF produced similar increases in performance for two of three participants and that VMVF produced slightly greater increases for one participant. In addition, both interventions were effective at substantially improving ball control skills from baseline levels and relative to a control skill.

Training in medical communication competence through video-based e-learning: How effective are video modeling and video reflection?

OBJECTIVE: The present study investigated the efficacy of the didactic approaches of video modeling (VM, best-practice examples), video reflection (VR, problem-based approach), and the combination of both (VMR) in fostering medical communication competence in a video-based digital learning environment. METHODS: N = 126 third-year medical students who participated in the pre-post study were assigned to either the intervention groups (VM, VR, and VMR) or the wait-list control group. The efficacy of the three approaches was assessed by means of a situational judgment test (SJT) of medical communication competence. To investigate the differences between the wait-list control and the intervention groups (H1), between the single-mode and combined conditions (H2), and between VM and VR (H3), we applied planned contrast analyses. RESULTS: The planned contrasts showed that the VR condition significantly improved learning outcomes in comparison to the VM condition (H3). The decreased mean scores of the VM condition offset the increased mean scores of VR, and thus no significant differences could be found in H1 and H2. CONCLUSIONS: Our study provides promising evidence that VR fosters medical communication competence more effectively than VM. PRACTICAL IMPLICATIONS: Medical students' learning in video-based digital environments can be facilitated by the use of interactive VR.

Comparing teaching with tactile guidance with video modeling with self-evaluative video feedback to train medical skills.

Modern medical training consists largely of lecture-based instruction and in vivo or video modeling of specific skills. Other instructional methods, such as teaching with acoustical guidance (TAGteach), have rarely been evaluated. In this study, we compared teaching with tactile guidance, or tactile TAGteach in which a vibratory stimulus is delivered to indicate a correct response, with video modeling and self-evaluative video feedback to teach four participants two medical skills: simple interrupted suture and endotracheal intubation. The results showed that both instructional methods improved performance. However, three participants met the mastery criterion in the tactile TAGteach condition first, although this instructional method required more time to train the skills. We discuss the implications of these findings for training skills to medical practitioners.

Exploring the Acquisition of Social Communication Skills in Children with Autism: Preliminary Findings from Applied Behavior Analysis (ABA), Parent Training, and Video Modeling.

Social communication skills, especially eye contact and joint attention, are frequently impaired in autism spectrum disorder (ASD) and predict functional outcomes. Applied behavior analysis is one of the most common evidence-based treatments for ASD, but it is not accessible to most families in low- and middle-income countries (LMICs) as it is an expensive and intensive treatment and needs to be delivered by highly specialized professionals. Parental training has emerged as an effective alternative. This is an exploratory study to assess a parental intervention group via video modeling to acquire eye contact and joint attention. Four graded measures of eye contact and joint attention (full physical prompt, partial physical prompt, gestural prompt, and independent) were assessed in 34 children with ASD and intellectual disability (ID). There was a progressive reduction in the level of prompting required over time to acquire eye contact and joint attention, as well as a positive correlation between the time of exposure to the intervention and the acquisition of abilities. This kind of parent training using video modeling to teach eye contact and joint attention skills to children with ASD and ID is a low-cost intervention that can be applied in low-resource settings.

Using Video Modeling to Teach Neurotypical Adolescents to Interact Socially with Peers with ASD.

Research has shown video modeling to be effective for training adult service providers to administer evidence-based practices to children with autism. This study examined the effects of video modeling training (VMT) on neurotypical adolescents' performance of peer mediated social interaction (PMSI), a 10-step procedure of simplified behavioral practices, during roleplay with an adult actor. A multiple probe design across participants evaluated the effects of VMT on delivery of PMSI by five neurotypical adolescents. All participants demonstrated immediate increases and generalized delivery of PMSI to four adolescents with autism following VMT. Social interaction for two additional youths with autism also improved when evaluated within a peer mediated setting, as a measure of social validity, before and after VMT.

Effect of Video Modeling With Simulation on Improving Menstrual Hygiene Skills for Adolescents With Autism Spectrum Disorder.

Background Menstruation is a biological process experienced by women every month. This project intends to improve menstrual hygiene skills using video modeling with simulation. Educating adolescent girls with autism spectrum disorder to engage in personal care during their menstrual cycle, particularly sanitation and hygiene, is essential. It is important to develop the knowledge and skills necessary for effective self-care during menstruation to prevent sexual health problems. Additionally, the project aims to provide a safe environment for adolescents to practice their menstrual hygiene routines and relieve the stress from their caregivers. Aim and objective The study aims to evaluate the effect of video modeling with simulation to improve menstrual hygiene skills in adolescents with autism. The ultimate objective of the study is to determine whether video modeling with simulation in the experimental group enhances the practice of menstrual hygiene among adolescent girls with autism, as well as the impact of traditional occupational therapy intervention on improving menstrual hygiene in this population. Methodology This is a quasi-experimental design with convenience sampling and selected samples (n=50), who were then split into two groups: an experimental group (n=25) and a control group (n=25) based on the inclusion and exclusion criteria. The experimental group received video modeling and simulation, while the control group did not receive any specific intervention except parent education and pictorial representations. Pre- and post-tests were conducted to measure the changes. Indian Scale for Assessment of Autism was the screening tool used and the Menstrual Practice Needs Scale (MNPS) was administered. The duration of the study was six months, three sessions per week, lasting 45 minutes to an hour each. The statistical analysis was done with significance at a 1% alpha level using IBM SPSS Statistics for Windows, Version 26 (Released 2019; IBM Corp., Armonk, NY, USA). Results The pre-test and post-test data were analyzed using the Wilcoxon signed-rank test and the Mann-Whitney test. The results demonstrated the comparison of the pre-test and post-test mean scores of the MNPS scores were highly statistically significant (p-value of 0.000) when compared to the control group. Following the implementation of video modeling with simulation, the experimental group's post-test scores were significantly higher than the control group's (p-value of 0.000). Thus, the study showed that video modeling with simulation improved menstrual hygiene in adolescents with autism spectrum disorder. Conclusion The clinical significance of this study was that the adolescents were excited to watch the videos and perform the activities; furthermore, after video modeling with simulation was implemented, there was a significant improvement in the experimental group when compared to the control group. This enhances the practice of the menstrual hygiene skills independently by the adolescents. Video modeling with simulation has paved the way for improving menstrual hygiene in adolescents with autism. Although the findings from the study are positive, more clinical trials are needed to prove that video modeling with simulation can be used as a therapeutic modality.

Using a visual support package to facilitate independent leisure engagement and choice-making for individuals with moderate to severe autism in Taiwan.

LAY ABSTRACT: Self-determination encompasses various components, including decision-making and independence, making it a complex process. While the importance of self-determination for individuals with autism spectrum disorder has been explored in previous studies, there is limited research focusing on individuals with moderate to severe autism spectrum disorder. Evidence-based practices such as visual activity schedules and video modeling have shown effectiveness in promoting independence among individuals with autism spectrum disorder. To address the need for independence and choice-making among individuals with moderate to severe autism spectrum disorder, this study developed a visual support package incorporating visual activity schedules, video modeling, preference assessments, and prompt procedures. By investigating the intervention's effectiveness in three participants, this study contributes to the existing literature on the use of a visual activity schedule and video modeling in enhancing choice-making and independent leisure engagement. Following the intervention, all participants were able to select three leisure activities, develop their own visual schedules, and complete them. Notably, this study conducted preference assessments to determine participants' preferred leisure activities and did not provide additional reinforcement. Practical implications of this research include incorporating video prompting as needed and adjusting activity engagement time. Future research should explore the long-term effectiveness of the visual support package and its application in developing novel skills or vocational activities for individuals with moderate to severe autism spectrum disorder. This study fills a critical gap in the literature, providing important insights for practices and research in the field of autism spectrum disorder interventions.

Mathematics Learning Through Online Video-Based Instruction for an Autistic Child.

The purpose of this study was to examine the effectiveness of a video modeling (VM) intervention package (including virtual manipulatives and error correction) delivered via synchronous, virtual environment to teach the mathematics skills of addition, number comparison, and subtraction to a five-year old autistic child. Using a multiple probe across skills design of a single-case experimental design, we examined whether a causal relation existed between the intervention and the child's improved accuracy of mathematics problem-solving. Following the intervention, the autistic child showed improved accuracy across all three skills and continued to solve problems with 100% accuracy during the generalization phase, which also served as the immediate maintenance phase.

Supporting Social Play Skill Acquisition and Generalization of Children with Autism Through Video Modeling.

This study assessed the effects of portable video modeling on social interactions of four children with autism, three boys and one girl, 4- to 5-year-olds, in preschools in Iceland. Participants were shown 1-min videos on a small handheld device where a peer model initiated social interactions and played with two peers. A multiple-probe-across-participants design showed that video modeling reduced latency to social initiation and increased reciprocal play and language use per 5-min play sessions. Improvements generalized to other peers, a larger group, and to the main classroom and were maintained post intervention. These preliminary findings suggest that video modeling with a handheld device could support the acquisition and generalization of social play of preschool children with autism in natural settings.

The Effectiveness of Computer Aided Video Modeling in Teaching Basic Basketball Movements to Individuals with Down Syndrome.

In this study, the effectiveness of the video modeling method in teaching basic basketball skills to students with Down syndrome was examined. Four students with Down syndrome, who were studying at the disability free living center in Dolayaba, participated in this study. The ages of the students diagnosed with Down syndrome were as follows: two of them were 13, the others were 14 and 16. In the study, the effectiveness of video modeling in teaching basic basketball skills was evaluated using the multiple probe model, one of the single-subject research methods. The experimental process of the study consisted of collecting baseline data, daily, conducting instructional sessions, maintenance and generalization stages. The findings of the study showed that video modeling was effective in teaching basic basketball skills to students with Down syndrome and that they maintained the skills in interpersonal and environmental differences after the end of the instruction. When the opinions of the basketball teacher and the students were evaluated, it was determined that the students' self-confidence and peer relations were strengthened thanks to their active participation in the lessons. The students were not bored because they stated that they found the lessons interesting and fun.