The Effects of First-Person Point-of-View Video Modeling on the Acquisition of Job-Related Social Skills for Young Adults with Developmental Disabilities

Date of Award


Degree Name

Master of Arts



First Advisor

Dr. Jessica E. Frieder

Second Advisor

Dr. Jonathan C. Baker

Third Advisor

Dr. Ron Van Houten


Video modeling, employment, social skills, first-person, disabilities

Access Setting

Masters Thesis-Abstract Only

Restricted to Campus until



Despite a growing emphasis on autism-related services, many young adults with Autism Spectrum Disorder (ASD) continue to struggle with social skills deficits. Thus, these individuals are severely underemployed and unprepared to function in vocational settings. One instructional method that has been used to teach social skills is video modeling, though research has focused primarily on applications with young children. First-person point-of-view (FPPOV) video models are videos that show a skill or task being performed from the same perspective as the learner would see it occur when completing it. Past research on FPPOV video modeling is limited, and most of the available research has demonstrated changes in behavior only when FPPOV video models are implemented with additional instruction or intervention. The current study extended the video modeling literature and examined the effectiveness of FPPOV video modeling as a stand-alone instructional tool for job-related social skills, and the generalization of these skills to employment settings for individuals ages 18 to 26 with developmental disabilities. Results suggest that FPPOV video models alone were not effective for teaching job-related social skills until embedded in the Behavioral Skills Training (BST) package or after the addition of enhanced video features.

This document is currently not available here.