Impact of Video Modeling on Emotional Dysregulatory Behaviors of Children with Autism Spectrum Disorder in Group Therapy

Abstract

This study investigated the impact of video modeling (VM) on emotional dysregulatory behaviors of children with Autism Spectrum Disorder (ASD) in structured group therapy. Using a pre-test/ post-test quantitative design, four male participants aged 8–10 years with ASD Level 1 or 2 were assessed at the Exceptional Learning Center, General Trias, Cavite, Philippines. The Emotion Dysregulation Inventory (EDI) measured baseline and post-intervention levels of Reactivity and Dysphoria. The Emotion Regulation Checklist (ERC) tracked behavioral responses during three weekly group therapy sessions incorporating psychoeducational videos, guided role-play, and group processing activities. Pre-assessment EDI Reactivity T-scores ranged from 33.4–40.9 and Dysphoria T-scores from 46.7–55.2, indicating mild-to-moderate dysregulation. Following intervention, Reactivity T-scores decreased to 31.9–36.5 and Dysphoria T-scores to 26.1–35.6. An independent t-test confirmed statistical significance (t = 6.86; p = 0.00), rejecting the null hypothesis. ERC data showed a reduction in mean Lability/Negativity scores (10.33 to 7.87) and improvement in Emotion Regulation scores (5.93 to 6.47) across sessions. These findings support video modeling as an effective occupational therapy intervention for reducing emotional dysregulation in children with ASD during group therapy.

Keywords: Autism Spectrum Disorder; Video Modeling; Emotional Dysregulation; Group Therapy; Occupational Therapy; Emotion Dysregulation Inventory; Emotion Regulation Checklist

Citation

George B. Pimentel. Impact of Video Modeling on Emotional Dysregulatory Behaviors of Children with Autism Spectrum Disorder in Group Therapy. WebLog J Pediatr. wjp.2026.f1701. https://doi.org/10.5281/zenodo.21312060