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ABSTRACT
Video-self modeling (VSM) is an effective but underused instructional strategy for youth on the autism spectrum. The authors present VSM in the context of strength-based educational programming for youth on the autism spectrum. The authors summarize research studies investigating VSM with youth on the autism spectrum in school settings and discuss common obstacles to the implementation of video-based interventions in schools. The authors conclude by providing applied examples detailing how to conduct VSM interventions in schools. These applied examples include interventions that require minimal time and editing proficiency on the part of educators.
