Video Modeling

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Video Modeling Video Self-Modeling Research to
Practice
VDOE T/TAC Autism Priority Project
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Visual Strategies for intervention and to teach
new behaviors

• Social Stories, Comic Strip Conversations,
  Gray, Carol
• Power Cards, Gagnon, E.
• The Incredible Five Point Scale, Dunn Buron, K.,
  Curtis,M.
• Incidental Teaching
• Schedules
• Task Lists
• Scripts
• Cue Cards

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But . . . What if the child could actually see
themselves or peers performing expected
behaviors?Would behavior change and could it
be a more significant change?
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Yes! Yes! Yes!If I can see it, I can do it!
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Temple Grandin

• I think in pictures. Words are like a second
  language to me. I translate both spoken and
  written words into full-color movie, complete
  with sound, which run like a VCR tape in my head.
  When somebody speaks to me, his words are
  instantly translated into pictures.
• From Thinking in Pictures (p.1)

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Social Learning Theory and Modeling History

• Albert Bandura
• Theories of Social Learning Self-Efficacy
• The Bobo Doll Studies (1977)

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Bandura Bobo Doll Studies

• Young children viewed a young adult beating on
  a Bobo doll
• hit with hammer, sit on it, yell at it
• When presented with a Bobo doll and hammers,
  children interacted with the Bobo doll as they
  had seen the model do without any reinforcement
  or adult encouragement

http//psychclassics.yorku.ca/Bandura/bobo.htm
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http//www.holah.karoo.net/bandurastudy.htm
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Bandura Findings

• Human behavior is primarily learned by observing
  and modeling others.
• Observational learning is a cognitive and
  behavioral change that occurs as a result of
  observing others engaged in similar actions
  (Bandura, 1986)

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Observational Learning Process

• Four pivotal factors that need to occur
• 1. Attention- viewer identifies with model
• 2. Retention-retain images seen
• Reproduction-reproduce actions
• within own repertoire
• 4. Motivation reason to imitate actions

From Video Modeling Why does it work for
children with autism? by Corbett Abdullah,
2005
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• What is Video Modeling and Video Self Modeling?

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Video Modeling

• A procedure in which a learner is shown a
  videotape of a model performing a target behavior
  or completing a desired task (Sigafoos, OReilly,
  de la Cruz, 2007)

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Greetings Game Video Model http//www.youtube.c
om/watch?vcER_vv_CWGMfeaturerelatedvideo
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Adult Model - Firefighter

• http//www.youtube.com/watch?vT07l3kW7TJM

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Video Modeling

• Most effective models include individuals
• close to the observers age
• who have similar characteristics (gender,
  personality, race and mood) and
• are functioning only slightly above the observer

Buggey, T. (2005) VSM Applications with Students
with ASD in a Small Private School Setting
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Video Self-Modeling (VSM)

• Intervention where observers are shown videotapes
  of themselves successfully engaging in an
  activity

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Video Self-Modeling (VSM)

• VSM is a technique that allows
• Feedforward - a student to view themselves as
  they could be in the future (Dowrick)

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Shirley Video
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Videotaped Self-Modeling (VSM)

• Positive Self-Review student to view only
  positive performances of a behavior that has been
  targeted for intervention (Dowrick)

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Videotaped Self-Modeling (VSM)

• VSM increases self-efficacy the belief that one
  can succeed
• Bandura (1982) proposed that
• a person has a greater chance of learning a
  behavior and gaining a perception of
  self-competence, when s/he perceives a greater
  chance of success or self-efficacy. (Whitlow)

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Research on Video Modeling and VSM

• Problem Behaviors
• Social skills
• Communication
• Academic Engagement
• Impulsivity
• Adaptive Behavior/Daily Living Skills

• Athletic Performance
• Reading Fluency and Comprehension
• Math Achievement
• Articulation Disorders
• Selective Mutism
• Phobias/Anxiety (Speaking, Social, Specific, etc.)

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Self or Others as Model???

• Some studies show that using others as a model
  is equally as effective as using self as model
  (Sherer et al. 2001).

• However some skills may be better addressed
  through self as model such as
• Stuttering
• Reducing inappropriate behaviors
• Etc.

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Live vs. Video Modeling

• (Charlop - Christy et al., 2000)
• Video modeling more effective than live modeling
• Video modeling led to better generalization of
  skills

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Why it works in autism?

• preference for visual stimuli (Kinney et al.,
  2003)
• offers a way to learn through social models
  without initial face-to face interactions
• benefit from visually cued instruction
• show strengths in processing visual rather than
  verbal information

From Video Modeling Why does it work for
children with autism? by Corbett Abdullah,
2005
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Siskin Childrens Institute

• http//www.youtube.com/watch?vnZv9sBtQbHE

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Three Methods of generating video

• Method 1
• Have students role-play or imitate behavior that
  is being targeted
• Effective when targeting social or language
  skills
• Video, edit, watch

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Samples of Children Modeling Desired Behaviors

• http//www.youtube.com/watch?vJzF5DC7tsQ4

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• Method 2
• Provide the student with hidden supports that
  will enable the him/her to complete
• the task
• Video close footage of the student excluding
  the provided supports
• Edit out the supports
• Create the illusion that the student completed
  the task without assistance

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Avery and the ball
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ExampleFeedforward

• Kayla (use PECS to talk to teachers)

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• Method 3
• Tape the student over a period of time
• Edit the footage to show only the desirable
  skills/behaviors that may be more rarely
  performed

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Language Acquisition- Brady

• Brady- s, z, th sounds

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Creating a Video Model

• Steps
• 1. Decide on behavior/skill to address
• Questions to ask/consider
• is this a behavior/skill that can be addressed
  through a less time consuming method
• is this behavior/skill impeding the childs
  learning or access to the environment
• is this behavior/skill an important one to
  change/improve

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Creating a Video Model

• 2. Do a task analysis of skill/behavior
  -determine each skill needed in sequence -
  create a storyboard
• 3. Establish Baseline through data
• collection

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Creating a Video Model

• 4. Videotape skills/behaviors
• 5. Edit video so that only the desirable
  skills/behaviors are seen (max 3 min)

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Creating a Video Model

• 6. Provide individual a set time to view video of
  themselves demonstrating desired skills/behaviors

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Creating a Video Model

• 7. Take data
• Take data during intervention
• Return to baseline
• Take data during maintenance

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Tools needed to generate VSM product

• Video Camera - Digital video camera, digital
  camera or VHS camera
• Video-editing software
• Computer with a CD or DVD burner

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Video Modeling/Video Self-Modeling Web Resources

• http//www.siskin.org/index.php?sid89
• http//www.alaskachd.org/video/

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Videos on the Web

• Leons Movie http//www.youtube.com/watch?vGxBH1H
  82fbs
• Deons movie http//www.youtube.com/watch?vSiUv4E
  9WnZcfeaturerelated (This video reflects the
  work of Dr. Peter Dowrick)
• Siskin Childrens Institute Breakthroughs in
  Autism http//www.youtube.com/watch?v3oaaveOzBko
  (This video reflects the work of Dr. Tom
  Buggey)
• New England Center for Children NECC preschool
  playroom http//www.neccautismplay.co
  m/ (This sight and video are the work of
  Rebecca McDonald who does a lot of research in
  the area of Video Modeling)

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National Professional Development Center on ASD

• Evidence Based Practices
• Brief on Video Modeling
• http//autismpdc.fpg.unc.edu/

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Videos on the Web
Greetings Game Video Model - http//www.youtube.co
m/watch?vcER_yy_CWGMfeaturerelated Video
Modeling Turn-Taking - http//www.youtube.com/watc
h?vQjg3a3TqhKgfeaturerelated Teaching Social
Skills to Kids with Autism and Aspergers - used
in schools, homes, and therapy centers -
http//www.youtube.com/watch?vJ0nBatn5vUo Video
Modeling - Sharing - http//www.youtube.com/watch?
vVZdl9Drl5GYfeaturerelated Video Modeling -
Firefighter - http//www.youtube.com/watch?vT07l3
kW7TJMfeaturerelated
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References

• Apple, A.L., Billingsley, F., Schwartz, I.S.
  (2005). Effects of video modeling along and with
  self-management on compliment-Giving behaviors of
  children with high-functioning ASD. Journal of
  Positive Behavior Interventions, 7(1), 33-46.
• Bandura, A. Retrieved from http//www.des.emory.ed
  u/mfp/BanEncy.html
• Bandura, A. (1982). Self-efficacy mechanism in
  human agency
• Bellini, S. Akullian, J. (2007). A
  meta-analysis of video modeling and video
  self-modeling interventions for children and
  adolescents with autism spectrum disorders.
  Exceptional Children, 73 (3).
• Buggey, T. (2007). A picture is worth . . .
  Video self- modeling applications at school and
  home. Journal of Positive Behavior
  Interventions, 9(3), 151-158.
• Buggey, T. (2005) VSM applications with students
  with autism spectrum disorder in a small private
  school setting. Focus on Autism and Other
  Developmental Disabilities, 20(1), 52-63.

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References

• Charlop-Christy, M. H., Le, L., Freeman, K. A.
  (2000). A comparison of video modeling with in
  vivo modeling for teaching children with autism.
  Journal of Autism and Developmental Disorders,
  30(6), 537-552.
• Charlop, M.H., Milstein, J.P. (1989).
  Teaching autistic children conversational speech
  using video modeling. Journal of Applied
  Behavior Analysis, 22, 275-285.
• Clare, S.K., Jenson, W.R., Kehle, T.J. Bray,
  M.A. (2000). Self-modeling as a treatment for
  increasing on-task behavior. Psychology in the
  Schools, 37(6), p. 517-522.
• Corbett, B.A. Abdullah, M. (2005). Video
  Modeling Why does it work for children with
  autism? Journal of Early and Intensive Behavior
  Intervention, 2 (1), 2-8.
• Creer Miklich (1970).The application of a
  self-modeling procedure to modify inappropriate
  behavior a preliminary report. Behavior
  Research and Therapy, 8, 91-2.

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References

• Darden, F. (2006). Video self-modeling to
  facilitate visual symbol learning in preschoolers
  with developmental delays. Dissertation Florida
  State University.
• Delano, M.E. (2007). Improving written language
  performance of adolescents with Asperger
  Syndrome. Journal of Applied Behavior Analysis,
  40(2), 345-351.
• D'Ateno, P., Mangiapanello, K., Taylor, B.A.
  (2003). Using video modeling to teach complex
  play sequences to a preschooler with autism.
  Journal of Positive Behavior Interventions, 5,
  5-11.
• Dowrick, P.W. (1991). Practical guide to using
  video in the behavioral sciences. New York
  Wiley.
• Dowrick, Kim-Rupnow, Power. (2006). Video
  Feedforward for Reading. The Journal of Special
  Education, 39(4), 194-207.

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References

• Greenberg, Buggey, Bond - Video Self-Modeling
  as a Tool for Improving Oral Reading Fluency and
  Self-Confidence (ERIC - ED471091).
• Grandin, T. (1995). Thinking in pictures and
  other reports from my life with autism. New York
  Doubleday.
• Nikopoulos, C.K., Keenan, M. (2007). Using
  video modeling to teach complex social sequences
  to children with autism. Journal of Autism and
  Developmental Disorders, 37(4), 678-693.
• Simpson A., Langone, J., Ayres, K. M. (2004).
  Embedded video and computer based instruction to
  improve social skills for students with autism.
  Education and Training in Developmental
  Disabilities, 39(3), 240-252.
• Wert Neisworth. (2003). Effects of VSM on
  spontaneous requesting in children with autism.
  Journal of Positive Behavior Interventions,
  5(1), 30-4.

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Questions???
Will video modeling work for your children
and families? What do you need to make this
happen?