ABSTRACT
The Individuals with Disabilities Act (IDEA, 2004) suggests that efforts need to be maximized so that students with disabilities are educated alongside their non-disabled peers in mainstream educational settings. Evidence-based practices in inclusive preschool settings have demonstrated that students’ needs can be met alongside their peers. Video modeling is not only an effective and evidence-based method for developing many skills in diverse behavioral and clinical populations, but it can also be a practical and efficient tool that is well-suited to the school environment. In this chapter, a few examples from the literature with a view to identifying pertinent video modeling methodologies and making practical suggestions have been explored and organized across three main areas: (a) academic performance; (b) social-communication performance at school; and (c) presence of challenging behaviors in the classroom. Specific guidance on the use of video modeling and practitioner training as well as suggestions for making video modeling an effective procedure have also been included.
