Seeing yourself succeed: How video self-modelling could transform support for neurodivergent Australians
For many neurodivergent people, everyday life comes with a hidden tax. Remembering appointments, recalling instructions, or following through on therapy “homework” often requires far more cognitive effort than most of us realise. That mental load can leave little energy left for the actual task at hand.
This is where an underused technique called video self-modelling (VSM), is showing striking promise. Instead of practising skills through endless repetition or following generic tutorials online, people are filmed successfully completing the activity themselves. Later, they watch the recording back.
It sounds simple, but the impact can be profound.
“Neurodivergent people often have trouble with remembering tasks, recalling information and other executive function difficulties,” explains Carly Dober, Principal Psychologist at Enriching Lives Psychology. “Video self-modelling takes the cognitive load off them, which frees their resources up to actually complete their homework tasks.”
The power of seeing yourself
The distinction between VSM and other learning tools lies in who appears on screen. It’s not a stranger demonstrating an exercise on YouTube, or a role-play partner in a clinic. It’s you.
“Instead of watching a random person online, you can actually observe yourself succeeding, which provides immediate motivation,” Carly says. “It’s more personalised than anything you’ll find in a tutorial video.”
That personalisation doesn’t just improve memory and task follow-through; it also bolsters confidence. Watching yourself succeed creates a feedback loop that can build momentum in a way generic examples often can’t.
From overwhelmed to organised
Carly recalls working with a mother and her two children, all of whom were accessing multiple allied health services. The family were drowning in appointments, therapy exercises, and the constant sharing of information between different clinicians.
“They often felt snowed under,” she says. “They needed something to support streamlining their affairs, and this was the tool.”
What it works best for
VSM is particularly effective for the kinds of small but vital therapy tasks that can otherwise slip through the cracks: keeping thought diaries, trying out social experiments, practising movement routines, or engaging in mindfulness exercises.
At first, professional guidance is recommended — to ensure the videos are tailored properly to the therapy goals — but once families understand the process, they could continue using the tool more independently, with clinicians checking in as needed.
Untapped potential
With one in five Australians identifying as neurodivergent, the potential impact of wider adoption could be significant.
“Twenty per cent of the population is a huge deal,” Carly notes. “Neurodivergent people often have low self-esteem and poor mental health due to trying to succeed in a world that isn’t built for their needs. This could be helpful to so many people.”
So why isn’t it already widespread? The answer, it seems, is partly awareness and partly logistics. Many allied health professionals aren’t familiar with VSM, and data-sharing restrictions can make recording and distributing videos across services cumbersome.
But there are solutions. Carly points to apps such as Taskey, which allow clinicians and families to store and share video prompts alongside other personalised resources — from PDFs to audio recordings. Far from replacing human expertise, these digital tools amplify it.
Looking ahead
What Carly wishes more practitioners and families understood is that VSM is not niche. “It’s been shown to be effective in teaching a variety of skills, including social skills, communication, and academic tasks,” they say.
In other words, this isn’t about a single trick for a narrow group of learners. It’s about rethinking how we teach, practice, and reinforce skills in ways that reduce stress, save energy, and — perhaps most importantly — let people see themselves succeed.
