Video self-modeling instruction offers advantages compared to in-vivo instruction but has not been used with individuals with Dravet syndrome. Therefore, the purpose of this study was to investigate the effects of video self-modeling (VSM) on three different behaviors of a 12-year-old boy with Dravet syndrome. We taught the participant’s mother to use video-modeling instruction via role-playing and feedback and evaluated effects of VSM using a multiple-baseline design across behaviors: ordering numbers in descending sequence, positioning features on a face, and reading words. The VSM increased performance accuracy for all three skills, suggesting that VSM interventions via telehealth may provide an effective and sustainable option for skill development.

与体内教学相比，视频自我建模教学具有优势，但尚未用于 Dravet 综合征患者。因此，本研究的目的是调查视频自我建模 (VSM) 对患有 Dravet 综合征的 12 岁男孩的三种不同行为的影响。我们教参与者的母亲通过角色扮演和反馈使用视频建模教学，并使用跨行为的多基线设计评估 VSM 的效果：按降序排列数字、在脸上定位特征和阅读单词。VSM 提高了所有三种技能的表现准确性，表明通过远程医疗进行的 VSM 干预可能为技能发展提供有效且可持续的选择。