Video self-modeling (VSM) uses a method called "feedforward" to provide children the opportunity to view themselves as they perform in a more advanced or appropriate manner than they do presently. Typically, this is accomplished through the careful editing of videos. Studies on VSM and social skills with children on the autism spectrum…

Video self-modeling (VSM) has been used to teach social skills to children with autism older than 4 years of age. Attempts to use VSM with younger children with disabilities have produced less than favorable results; however, it is unclear whether VSM could be used to promote social initiations by typically developing children. Thirty minutes of…

Video self-modeling (VSM) has accumulated a relatively impressive track record in the research literature across behaviors, ages, and types of disabilities. Using only positive imagery, VSM gives individuals the opportunity to view themselves performing a task just beyond their present functioning level via creative editing of videos using VCRs or…

Video self-modeling demonstrates promise as an intervention strategy to improve outcomes in individuals with autism spectrum disorders. This article summarizes the empirical evidence supporting the use of video self-modeling with individuals with autism spectrum disorders to increase language and communication, increase social skills, modify…

Video self-modeling (VSM) first appeared on the psychology and education stage in the early 1970s. The practical applications of VSM were limited by lack of access to tools for editing video, which is necessary for almost all self-modeling videos. Thus, VSM remained in the research domain until the advent of camcorders and VCR/DVD players and,…