How is video modelling applied in autism job coaching?
Video modelling uses short, targeted clips to show the exact steps of a work task or social interaction, so learners can watch, imitate, and practise. A meta-analysis of 20 studies (Autism Adulthood meta-analysis) reports that video modelling is an evidence-based practice for autistic adolescents and adults, improving job skills, independence and confidence, with a large pooled effect size (Tau-U ≈0.91). A recent SAGE review (systematic review summary) also found positive effects on vocational learning and workplace behaviour when videos are tailored and refreshed regularly.
Why it helps
Video offers repeatable, low-pressure practice and reduces reliance on verbal memory. Studies and practice guides (meta-analysis + single-case review; practice guide) note gains in practical tasks (e.g., sorting, customer-service phrasing, phone skills) and some workplace social behaviours, with improvements often maintained after the intervention. Video self-modelling, watching yourself perform a task successfully, can further boost motivation and self-efficacy (evidence synthesis).
How coaches apply it (step-by-step)
- Define the target skill: choose a specific task or interaction (e.g., “answer the phone, take a message, confirm details”).
- Create a short clip (30–120s): film the task correctly from the learner’s point of view; break complex jobs into bite-sized segments; add clear captions or prompts (implementation guidance).
- Dose and routine: schedule brief, frequent viewing (e.g., before a shift), then immediate practice on the job or in a realistic simulation.
- Generalise: swap in new contexts (different phones, counters, scripts) so the skill transfers beyond the original clip.
- Fade supports: reduce video reliance as accuracy and independence grow; review clips periodically to prevent drift.
What it can’t (yet) do
Most studies (meta-analysis; review) occurred in school-based or simulated settings; rigorous comparisons with traditional in-person coaching during paid employment remain limited. Social/relationship-heavy tasks are less frequently targeted, and adults with intellectual disability are under-represented.
UK context and access
NICE surveillance acknowledges video-based feedback/modelling approaches within autism support but offers limited operational detail for adult employment; current UK strategy emphasises personalised, digital tools to improve job readiness (NICE CG170 surveillance, 2025; Buckland Review, 2024). Practical funding and adjustments may be available via Access to Work. Employers and coaches can also draw on best-practice tips from Autism Europe for inclusive, video-supported onboarding and training (handbook).
Key takeaway
Video modelling is a well-supported, low-cost way to teach workplace tasks and build independence for many autistic learners. Pair brief, tailored clips with coached practice and generalisation, and keep evaluating in real-world roles. Evidence is promising, but for the best outcomes, treat video as part of a blended plan alongside reasonable adjustments and, where helpful, in-person coaching.
