Video-based intervention for individuals with autism: Key questions that remain unanswered

Research on variations of video-based intervention suggests that they can be effective for teaching individuals with disabilities a range of socially significant behaviors. Among the relevant studies and reviews, particular emphasis has been given to applications of these procedures for participants diagnosed with autism. The term 'video-based intervention' (VBI) is a broad term used here to be inclusive of procedures that involve presenting video-footage as the independent variable for intervention. Thus, VBI conceptually includes approaches described as video-modeling, video prompting, video self-modeling, computer-based video instruction and video-priming. Five specific reviews were selected to provide a broad evaluation of these intervention approaches. The range of target behaviors studied is summarised and a conceptual framework of procedural types is offered. While various dimensions of intervention effectiveness have been identified, this paper underscores the fact that important practical and theoretical questions regarding video-based intervention remain largely unanswered.