Mahya Abedi - Ph.D. Student of Public Psychology, Islamic Azad University, Tehran Central Branch
Mahnaz Esteki - Assistant Professor of Psychology, Faculty Member of Islamic Azad University, Tehran Central Branch
Fariba Hassani - Assistant Professor, Department of Psychology and Exceptional Children, Faculty Member of Islamic Azad University, Tehran Central Branch
Anita Bagdasarians - Assistant Professor, Department of Psychology, Faculty Member of Islamic Azad University, Tehran Central University

Abstract Aim: The present study was conducted to compare the effectiveness of video prompting and self-video modelling on the reduction of autistic children's symptoms. Methods: The method of this research was using a quasi-experimental method using two experimental groups and one control group. The statistical population of this study included children with autism disorder aged ۴-۸ years who were treated at the Tehran Autism Centre from ۲۰۱۵ to ۲۰۱۷. According to the nature of this research, available sampling and random placement were used. At the end, ۱۸ children were selected and randomly assigned into two experimental groups and a control group according to the inclusion criteria. Two video pieces that were previously prepared for teaching social communication skills in both video prompting and self- modelling were presented to participants during ۲۴ sessions which lasted for ۳۰ minutes. Prior to and after the intervention, the participants were tested for the skills mentioned above. The research instrument consisted of the Gilliam Autism Ranking Scale (Gares), Questionnaire of Sensory Profile, Video Modelling Intervention, and Self-Video Modelling Intervention. Collected data were analysed using MANCOVA test and Bonferroni's post hoc test and analysed by SPSS ۲۴. Results: After ensuring the non-violation of statistical assumptions and based on the results of MANCOVA test, there is a significant difference between the three groups in the post-test, in the areas of communication and interaction. Also, there was no significant difference between the three groups in the emotional responses in the post-test scores with the moderation of pre-test effect. Also, the results of Bonferroni's post hoc test indicated that there is no significant difference between the two methods. Conclusions: The findings of this study emphasize the effectiveness of video prompting and self-video modelling on the reduction of communication and interaction problems of autistic children. Also, video modelling improves language deficiencies and restrictions, communication skills, verbal and nonverbal conversations, control of repetitive behaviours, spontaneous verbal requests, application commands, and daily life skills.

Keywords: Autism Spectrum, video prompting, self-video modelling, Communications, Interactions