Filter & Search



Curriculum area

Students age range


Video scenario
Student watching a video scenario

Video scenario

Video modelling is a visual teaching method that occurs by watching a video of someone modelling a targeted behaviour or skill and then imitating the behaviour/ skill watched.

It is one of the methods used to support teaching various skills to children and students with autism.

The video modelling is a form of visualization and it helps children understand and successfully accomplish the task. 

Additional Info

Included in school/society, Pupil well-being, Cognitive accessibility, Independent/life skills, Academic skills, Social communication
Students age range:
3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16, 17, 18
Curriculum area:
Not related
Year period:
Any moment
Step by step description, including actions to be developed for preparation and implementation:
Preparation of video scenario: • Hands –simple, similar to children̕ s hands • Interesting toy, but not too much • Sounds • Story • Interesting ending- motivation to finish the game Rules in making a scenario: • Respecting actual level of play skills- video has to meet child̕ s needs and respect his abilities • Video is based on the individual interests and preferences of a child- using favourite activities, toys, topics etc. • Pace- slow, child needs appropriate time in order to follow the video • Once a child is familiar with a video scenario- we can speed up the video • Repetition of the steps of one task – we repeat each step in a longer period of time in order to differentiate it from the other steps How to show a video to a child: Step 1: introducing a video scenario • Child only watches video scenario • Our task: make sure a child pays attention to it Step 2: watching video scenario and modelling in parallel • Child watches a video and an adult, who performs a task according to the video scenario Step 3: doing a task simultaneously with watching a video • Child is actively involved into performing a task • Our task: adult uses physical prompts Step 4: playing video independently • Gradually decreasing prompts and assistance to support independent work • Adult assists only to help a child to finish the task successfully Step 5:decreasing support of the video scenario • Gradually decreasing use of the video • The aim is to learn the skill to perform the task independently without any support; to generalize and use the skill in a practical situations In practice, different phases overlap and cannot be viewed separately. Other rules: • Use the same toys as in the video • Make verbal commenting to support and motivate the child • Putt other things away • We insist on the completion of activities according the video ( if child is too nervous, the activity can be simplified) Repetition and frequency: Repetition at step1: introduction • We show a video to a child once and we watch how he/ she responds to it- if he/ she likes it, we can show video a few more times; if he/ she does not play attention, we try to motivate him/ her; if they are still not interested or refuse to watch it, we do not force a child and stop. How often we show the video scenario? • At least once a day ( depending on the character of the video scenario) • It has to be regular in a long term horizon
Resources to be used, including human resources, materials and spaces:
Technical equipment: • Video camera, camera, mobile phone, iPad, tablets, smartphone • Appropriate room • Material for intended video Human resources: • Students • Teachers • Other children Materials: • Interesting toy/ or all the materials to accomplish a new skill • Sounds • Technical equipment Space: • At the table • On the floor • In the natural environment/ kitchen, workshop, garden etc.
Difficulties found while implementing it:
Possible risks: • Individual and creative approach is necessary- we have to take into account individual needs of children- different level of functioning, understanding, their reactions, perception, motivation, … • This is a long-term continuous training –it is necessary to continuously invent and make new videos • Problems with generalization can occur - children can have difficulties with transition of the task to real life or repeat them when environment is changed. Possible setbacks: • Attention deficit • Diverting attention to something else • Uninteresting video • Child watches the video too many times- losing interest • Very simple game • Very challenging game • Computer problems
The official webpage for the good practice:
Please enter the URL for the good practice at your school or any other internet place. If you don’t have a specific URL for your practice, then enter the URL of your school.
Login to post comments



The European Commission support for the production of this publication does not constitute an endorsement of the contents which reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein. 

No Internet Connection