Critical Review: Is peer-mediated video-modeling an effective social skills intervention for children with autism spectrum disorder?

This critical review examines the effectiveness of peer-mediated video-modeling (VM) as a social skills intervention for children with autism spectrum disorder (ASD). Study designs include single-subject multiple baseline, single subject AB and a case control study. Results of the studies reviewed provide suggestive evidence for the use of peermediated VM to increase, generalize and maintain social skills such as affective responses, compliment-giving, initiating, responding, participation, conversational maintenance, and reciprocal play. Recommendations for future research and clinical implications are discussed.