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Related Concept Videos

Modeling in Therapy01:26

Modeling in Therapy

Modeling, a key technique in therapy, uses observational learning to help clients acquire and practice new skills by watching therapists demonstrate desired behaviors. This approach, rooted in Albert Bandura's concept of vicarious learning, plays a significant role in therapeutic interventions for various psychological conditions, including social anxiety, ADHD, and depression.
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Autism Spectrum Disorder01:19

Autism Spectrum Disorder

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Related Experiment Video

Updated: Jun 30, 2026

Comparing Eye-tracking Data of Children with High-functioning ASD, Comorbid ADHD, and of a Control Watching Social Videos
05:32

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Pilot Study: Sibling Collaborative Learning of Daily Living Skills Using Video Modeling With Korean American Autistic

Veronica Y Kang1, Tvisha Vyas2, Gulnoza Yakubova2

  • 1Department of Counseling, Higher Education, and Special Education, University of Maryland, College Park, MD, USA. vkang@umd.edu.

Journal of Autism and Developmental Disorders
|June 29, 2026
PubMed
Summary

This pilot study shows that video-based instruction, created by siblings, effectively teaches daily living skills to autistic youth. The intervention was feasible, sustainable, and preferred by participants.

Keywords:
Daily living skillsFamily collaborationSiblingsVideo-based learning

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Portable Intermodal Preferential Looking (IPL): Investigating Language Comprehension in Typically Developing Toddlers and Young Children with Autism

Published on: December 14, 2012

Area of Science:

  • Developmental Psychology
  • Behavioral Science
  • Special Education

Background:

  • Daily living skills are crucial for the independence of autistic youth.
  • Family involvement and culturally adapted interventions can enhance skill acquisition.
  • Video-based instruction offers a promising avenue for skill development.

Purpose of the Study:

  • To investigate the collaborative potential of Korean immigrant youths and their autistic siblings in teaching daily living skills.
  • To assess the effectiveness of video-based instruction on siblings' implementation fidelity and autistic youths' skill completion.
  • To evaluate the social validity of the intervention from the perspectives of both autistic youths and their siblings.

Main Methods:

  • A nonconcurrent multiple probe single-case experimental design was employed across three autistic youth-sibling dyads.
  • Autistic youths identified target daily living skills; siblings developed task analyses and video instruction.
  • Intervention involved video-based instruction with least-to-most prompting and reinforcement.

Main Results:

  • Siblings demonstrated increased fidelity in implementing video-based instruction post-training.
  • Autistic youths showed improved percentages of task completion for selected daily living skills.
  • All sibling dyads reported high social validity, indicating preference, feasibility, and sustainability.

Conclusions:

  • Culturally adapted, family-engaged video-based interventions can effectively promote daily living skills in autistic youth.
  • Collaborative planning and implementation involving autistic individuals and family members are key to successful outcomes.
  • This approach supports skill acquisition while maintaining socially valid methods.