Abstract

This study investigates awareness, usage, and training needs related to video modeling (VM) in promoting positive behaviors among 5–6-year-old children with autism spectrum disorder (ASD) in preschool settings. Conducted at two preschools in Hanoi, the research utilized surveys, behavioral observations, and descriptive statistics. Results show that while most participants have heard of video modeling, their understanding of the concept is limited (77.8%), actual usage is infrequent (8.9% regularly), and there is a high demand for professional development (97.8%). Children with ASD demonstrated relatively positive behaviors but still encountered challenges with cooperation and emotional self-regulation. Based on these findings, the study proposes three VM application methods: “other-as-model,” “self-modeling,” and “step-by-step video prompting.” The research underscores the promising potential of VM as a practical and effective intervention with strong compatibility within Vietnam’s inclusive early childhood education framework.

Keywords: Autism spectrum disorder, early childhood education, inclusion, positive behavior, video modeling.