Under What Conditions Is Video Modeling Used in Self-care of Children with Neurodevelopmental Disorders? A Scoping Review

Abstract

Context: Children with neurodevelopmental disorders (NDDs) frequently encounter difficulties in independently performing self-care activities, which can adversely affect both their development and quality of life. Video modeling (VM) is an evidence-based observational learning technique in which children acquire skills by watching and imitating video demonstrations. Although interest in this approach is increasing, a comprehensive synthesis of VM for self-care in children with NDDs is currently lacking. Objectives: This review examined VM interventions designed to improve self-care in children with NDDs, including autism spectrum disorder (ASD), intellectual disability (ID), and attention-deficit/hyperactivity disorder (ADHD), with an emphasis on intervention characteristics, implementation strategies, and outcomes. Methods: A scoping review identified 21 studies from four major databases. Two independent researchers systematically extracted and organized data to ensure accuracy. Quantitative analysis summarized study characteristics, intervention features (such as VM alone or in combination with reinforcement, prompting, chaining, or live modeling), and outcomes (including toothbrushing, toileting, and dressing) using descriptive statistics. Qualitative analysis explored recurring themes related to video devices, visual perspective, model type, integration with other techniques, intervention context (home, school, or clinical settings), and generalization across settings and tasks. Results: The VM interventions primarily employed third-person perspectives and adult models, most often within home environments. There was notable variability in video devices, implementation contexts, complementary techniques, and visual perspectives. Despite these differences, VM consistently improved self-care skills, including dressing, feeding, and personal hygiene. Approximately 95% of studies reported statistically significant improvements. Evidence suggests that tailoring interventions to developmental level, model type, visual perspective, and context enhances outcomes and promotes functional independence. Conclusions: The VM is an effective and adaptable approach for fostering independent self-care in children with NDDs. The key modifiable factors — model selection, visual perspective, and implementation context — identified as primary findings can guide clinicians, educators, and caregivers in optimizing skill acquisition. These insights inform the development of VM-based programs, supporting improved developmental outcomes and quality of life. Future research should focus on standardizing protocols and examining long-term effects to strengthen evidence-based practice.