Video Self-Modeling to Reduce Disruptive Behavior in Children Significantly Impacted by ASD Kate M. Sadler, M.Ed. Introduction Participants & Setting Results VSM is considered an evidence-based practice for youth with ASD (National Autism Center, 2015). In this technique, the target behavior is presented, as a brief pre-recorded video clip [1-4]. The child is videotaped over time and using prompts, the student depicts his/her best effort of the targeted behavior. The prompts are later edited out and the student will only see positive and self-determined behaviors [1]. Essential to the present study is the fact that within the published research, the use of VSM to reduce aggressive behavior was only demonstrated in one study [5-9]. Buggey (2005) used VSM to reduce tantrum behavior in a mildly impacted, 5 year old student with ASD and pushing behavior was reduced in a 6 year old boy, who was moderately impacted by ASD [5-9]. Alex, was 12 years old; he had an overall IQ of 50 and a verbal IQ of 66. Nate was 10 years old; he had an overall IQ of 39 and a verbal IQ of 49. Both students were enrolled in a self-contained school in the Midwestern, United States. The school serves approximately 158 individuals’ ages 5-16 years with a variety of moderate and significant special needs as identified by educational diagnoses. Intervention & Implementation Procedures The objective of the VSM was to demonstrate how a target behavior can be replaced by a pro-social behavior (see Table 1). The pro-social instructional strategy depicted in the VSM was based upon the existing behavior function and self-regulatory strategy identified in the student’s BIP. Auditory and visual effects were included to make the video entertaining to watch. The VSM was presented daily during both conditions B & C. Direct instruction was provided, 2 times per week for approximately 30 minutes per day during condition C only. The instruction prioritized existing skills, modeled new skills within the context of various situations and required discrete responses [10-12]. Purpose The purpose of this study is to examine the effectiveness of using VSM to reduce aggressive behavior in students with ASD. While this study replicates Buggey's (2005) study, it extends it in 3 significant ways: (a) includes older students, (b) students are significantly impacted by ASD, and (c) the intervention includes a direct instruction component in addition to regular viewings of the VSM. Discussion and Conclusion This study demonstrated that an antecedent based VSM technique can be used to decrease high rates of aggressive behaviors for individuals severely impacted by ASD. When combined with the direct instruction component, behaviors had the greatest overall decrease. These finding warrant further investigation. This study suggests that VSM can be grasped by students with limited cognitive functioning and symbolic communication skills as a way to address unwanted behaviors. Alex, was able to follow the directions in the video with minimal support from staff beginning during condition B whereas Nick, benefitted from the direct instruction component during condition C. Research Questions Can an antecedent based VSM technique be used to decrease high rates of aggressive behaviors for individuals severely impacted by ASD? What effect will adding a direct instruction component to the antecedent based VSM technique have on the frequency of aggressive behavior? References [1] Bellini, Gardner, Hudock, & Kashima-Ellington, 2016; [2] Corbett & Abdullah, 2005; [3] Chiak, 2008; [4] Schunk, 2012; [5] Bellini & Akullian, 2007; [6] Dowrick, 1999; [7] Delano, 2007; [8] Gelbar, Anderson, McCarthy, & Buggey, 2012; [9] Prater, et al., 2012 [10] Bowder & Cooper-Duffy, 2003; [11] Peters, et al., 2016; [12] Snell, 2006