Seeing Success: Using Video Modeling to Teach Social and Academic Skills
Location
Room 3151
Start Date
27-2-2026 10:50 AM
End Date
27-2-2026 11:30 AM
First Presenter's Brief Biography
Dr. Jane Strong is an Assistant Professor of Special Education for Middle Georgia State University. She teaches courses in both undergraduate and graduate programs in teacher preparation related to behavior, introduction to disabilities, literacy and field and practicum placement. Her research interests include teacher preparation, evidence-based strategies, teacher efficacy and harnessing video methods for parent involvement and student achievement.
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Presentation Type
Concurrent Session
Poster session, panel session, roundtable
Abstract
This session examines Video Self-Modeling and Peer Modeling as evidence-based practices that improve social and academic outcomes for diverse learners. Presenters will share research findings, case study results, and teacher candidate insights. Participants will learn practical, replicable steps for implementing video-based interventions to strengthen inclusive teaching and student success.
Conference Strands
Effective Teaching Strategies for Students with Disabilities
Description
Video Self-Modeling (VSM) and Peer Modeling (PM) have long been recognized as effective, evidence-based interventions for supporting academic, behavioral, and social skill development among students with autism spectrum disorder. More recently, research has expanded to document their utility for students with learning disabilities and for promoting positive peer relationships in inclusive settings. Boon and colleagues (2020) identifed moderate to very large effect sizes for PM among students with learning disabilities across academic and social domains, recognizing their high impact. Importantly, VSM and PM not only support students with disabilities; peer models themselves often demonstrate increased empathy, enhanced positive attitudes toward peers with disabilities, and meaningful gains in confidence and social competence (Travers et al., 2023). The purpose of this presentation is to deepen understanding of VSM and PM as powerful tools for advancing inclusive instructional practices. We describe a recent case study examining the effects of VSM and PM on social skill acquisition for elementary-aged students with and without disabilities. Findings highlight not only skill improvement but also the generalization of learned behaviors across contexts and settings—an essential component of sustainable intervention design. Teacher candidates who implemented the intervention will share insights from their hands-on experience, illustrating how engagement in evidence-based practice enhances both educator preparation and student outcomes. This proposal aligns directly with the 2026 Empowering Educators Conference strand on Effective Teaching Strategies for Students with Disabilities. The session emphasizes collaborative inquiry among researchers, educators, and teacher candidates while showing how video modeling and peer modeling can be integrated into everyday instruction. Participants will engage in interactive dialogue and explore ways to implement VSM and PM using simple technology resources. Clear, actionable steps for designing and applying video-based modeling practices will equip educators to strengthen inclusive learning environments and enhance student achievement. Ultimately, this session aims to empower educators to adopt, adapt, and extend evidence-based video modeling strategies to meet learning needs of students with learning disabilities, emotional behavior disorders, autism spectrum disorders and typical learners. Through exploration of research, authentic case examples, and practitioner reflection, participants will gain confidence in using innovative practices that are effective learning experiences for all students.
Learning Objectives
• Identify key research findings supporting Video Self-Modeling (VSM) and Peer Modeling (PM) as evidence-based practices for students with and without disabilities.
• Describe procedures for implementing VSM and PM with fidelity in classroom and home settings.
• Analyze case study outcomes demonstrating skill acquisition and generalization across settings.
• Develop actionable plans for integrating VSM and PM into instructional practices to enhance social, behavioral, and academic outcomes.
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 License.
Seeing Success: Using Video Modeling to Teach Social and Academic Skills
Room 3151
This session examines Video Self-Modeling and Peer Modeling as evidence-based practices that improve social and academic outcomes for diverse learners. Presenters will share research findings, case study results, and teacher candidate insights. Participants will learn practical, replicable steps for implementing video-based interventions to strengthen inclusive teaching and student success.
