A comparison of video modeling and video-animated modeling in teaching social-affective behaviors to children with ASD
Disability and Rehabilitation: Assistive Technology, 2026 (SSCI, Scopus)
- Publication Type: Article / Article
- Publication Date: 2026
- Doi Number: 10.1080/17483107.2026.2686778
- Journal Name: Disability and Rehabilitation: Assistive Technology
- Journal Indexes: Social Sciences Citation Index (SSCI), Scopus, CINAHL, Educational research abstracts (ERA), EMBASE, MEDLINE, Psycinfo, Academic Search Ultimate (EBSCO), Biomedical Reference Collection: Corporate Edition (EBSCO), Health Research Premium Collection (ProQuest)
- Keywords: Autism spectrum disorder, facial expression, gesture, social-affective behaviours, verbal expression, video modelling, video-animated modelling
- Anadolu University Affiliated: Yes
Abstract
Individuals with autism spectrum disorder experience difficulties in the social interaction and communication domain, which includes recognising and expressing emotions, as well as observable behaviours such as verbal and facial expressions, gestures, and intonations, also known as social-affective behaviours. Such individuals need to learn social-affective behaviours appropriate for the social context to perceive the reasons and conditions that give rise to emotions. This study aimed to compare the effectiveness and efficiency of video modelling (VM) and video-animated modelling (VAM) in acquiring, maintaining, and generalising three social-affective behaviours (verbal and facial expressions and gestures) together in children with autism spectrum disorder. Three children aged between 4 and 6 years with autism spectrum disorder and their mothers participated in the study. The study used the nested form of a single-case design with non-concurrent multiple baselines and an adapted alternation of VM and VAM conditions. The results indicated that both VM and VAM procedures were effective, with no consistent or systematic differences across participants to acquire contextually appropriate social-affective behaviours including verbal and facial expressions and gestures. The efficiency findings varied across participants in terms of the number of errors and total time. Social validity findings showed that the participating children’s mothers and teachers expressed positive opinions on the interventions.Recommendations and future research issues are discussed in line with the findings.