Using an iPod Touch to teach social and self-management skills to students with E/BD Erika Blood

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Using an iPod Touchto teach social
andself-management skillsto students with
E/BDErika Blood Woody JohnsonNorthern
Illinois University
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PURPOSE OF PRESENTATION

• Video-based instruction has been used effectively
  to teach various skills to individuals with
  disabilities.
• Although researchers have demonstrated its
  effectiveness, few educators are using this
  technology.
• The purpose of this presentation is to provide an
  overview of research and to demonstrate how video
  materials can be created using common software
  applications and how video-based materials can be
  presented on video iPods.

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Video-Based Instruction

• Video-based instruction has been used effectively
  as a technique for teaching functional skills.
• More and more researchers are investigating the
  use of multimedia applications for teaching
  critical skills using portable, handheld
  solutions.

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Variations with Video-Based Instruction

• Type of Model
• Self-modeling Video self-modeling (VSM) is a
  technique that allows learners to observe
  themselves engaging in positive performances of a
  target behavior and has been used to teach skills
  such as math (Schunk Hanson, 1989) language
  (Buggey, 1995 Buggey, 2005) and social skills
  (Buggey, 2005 Lonnecker, Brady, McPherson,
  Hawkins, 1994), Kern-Dunlap et al, 1992).

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Variations with Video-Based Instruction (cont)

• Other Models Involves taping models other than
  the learner to demonstrate skills, or to serve as
  models in instructional videos.
• Peer models have been used to instruct persons on
  community skills (Branham et al., 1999)
  vocational skills (Martin et al., 1992), social
  skills (Nikopoulos Keenan, 2004), and cooking
  skills (Bidwell Rehfeldt, 2004).
• Other models have been used for a variety of
  skills including social and communication skills
  (Charlop Milstein, 1989 Charlop-Christy et
  al., 2000 Conyers et al., 2004 LeBlanc et al.,
  2003), daily living skills (Van Laarhoven Van
  Laarhoven-Myers, 2006), and community skills
  (Alcantara, 1994 Ayers Langone, 2002).

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Variations with Video-Based Instruction (cont)

• Subjective Models With this approach, the
  learner watches the video as if they were
  completing the task themselves.
• Typically, there is no model present, but rather,
  learners watch a video that shows what it would
  look like if they were completing the task.
• Subjective models have been used for video
  instruction of various skills, including self
  help skills (Norman et al., 2001), daily living
  skills (Shipley-Benamou, Lutzker, Taubman,
  2002), behavior regulation/transitioning from one
  activity to the next (Schreibman, Whalen,
  Stahmer, 2000), and cooking skills (Graves et
  al., 2005).

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Variations with Video-Based Instruction (cont)

• Video feedback typically involves having the
  learner evaluate their own performance by
  watching themselves engage in the task, or by
  watching a positive example of someone performing
  the skill as an error correction procedure.

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VARIATIONS WITH VIDEO-BASED INSTRUCTION (CONT)

• Self-evaluation Video Feedback Learners are
  shown a video of their own performance following
  task engagement (they are videotaped as they
  engage in the task and view the tapes of
  themselves following practice).
• Self-evaluation feedback has often been part of a
  treatment package and has been used to reduce
  challenging behavior (Embregts, 2000 Embregts,
  2002 Embregts, 2003), decrease playground
  aggression and increase pro-social behavior
  (OReilly et al 2005), increase on-task behavior
  (Walther Beare, 1991) and to teach social
  communication (Maione Mirenda, 2006 Thieman
  Goldstein), daily living skills (Lasater Brady,
  1995), and shopping skills (Haring et al., 1987).

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Variations with Video-Based Instruction (cont)

• Error Correction Feedback Learners are shown a
  positive model of either themselves or someone
  else performing the skill correctly following
  errors (they watch a correct performance of the
  task if they make an error) (Goodson, et al.,
  2007 Van Laarhoven, Van Laarhoven-Myers,
  Zurita, 2007).
• This form of video feedback has been used in
  conjunction with video modeling procedures, which
  involves having learners first watch a
  video-based skill sequence prior to engaging in
  the activity, or video prompting procedures,
  which involves having learners watch a step in
  a skill sequence prior to engaging in that
  particular step.

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Variations with Video-Based Instruction (cont)

• Video Modeling refers to an instructional
  approach where learners view an entire video
  skill sequence prior to engaging in a task. This
  has also been referred to as video priming
  (Schreibman et al., 2000) or video rehearsal
  (Van Laarhoven Van Laarhoven-Myers, 2006).

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Variations with Video-Based Instruction (cont)

• Video prompting An instructional approach that
  involves showing each step in a skill sequence on
  video followed immediately by task engagement
  with that particular step (Cihak et al., 2004
  Van Laarhoven, Johnson, Van Laarhoven-Myers,
  Grider Grider, 2009).
• This requires that the learner has access to a
  television, computer, iPod, or portable DVD
  player in the environment where the skill is
  being practiced so that they can watch a clip, go
  perform the step, and then return to the device
  to complete the remainder of the steps.

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VIDEO-BASED INSTRUCTION FOR STUDENTS WITH EBD

• Emerging literature base surrounding the use of
  video-modeling specifically for students with EBD
• Baker, Lang, OReilly, 2009
• To date, studies have focused on using a
  combination of video-modeling (or self-modeling)
  and discussion (teacher/therapist) to
• increase positive peer interactions
• increase on-task behavior
• decrease inappropriate behavior

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Teaching Social Skills
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Purpose

• To determine if a combination of video modeling,
  on an iPod Touch, and a daily check-in sheet
  results in increases in appropriate behavior
  during morning routine and small group
  instruction.

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• Setting
• All baseline and instructional sessions took
  place at a table in the special education
  classroom in an elementary school in northern
  Illinois.
• Math Group Instruction
• All math group instruction was conducted by a
  paraprofessional.
• The target student and 2-3 other students sat at
  a table with across from the paraprofessional.
• Math instruction was highly structured and
  conducted in a model-lead-test format. Students
  were provided with frequent opportunities for
  active responding, and received high rates of
  descriptive praise for behaving appropriately,
  following directions, and completing work.

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Video Modeling

• A short (5 min.) video sequence was recorded with
  peers as models.
• The peers demonstrated engaging in appropriate
  on-task behavior, following directions, and
  completing work.
• A narration was added to describe the
  expectations of Math Group while each expectation
  was demonstrated by the models.
• The video was loaded onto an iPod Touch

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Morning Routine Video
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Procedures

• At the beginning of the video modeling phase, the
  teacher explained to Andy that he would be
  watching a short video before math to help remind
  him of the expectations during math group.
• Immediately before math group, the
  paraprofessional prompted Andy to touch the icon
  on the iPod Touch to play the video.

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• Target Behaviors
• Disruptive
• Talking or Blurting out, inappropriate language
• Off task
• out of seat, dancing/silly, bothering others,
  waiving/flapping pencil
• On task
• Attending to teacher, following directions,
  appropriately manipulating materials, working
  independently
• Data Collection
• Observer(s) collected data during math group 2-3
  times per week.
• On task/Off task behavior was recorded using
  momentary time sampling with 15 second intervals.
• Disruptive behavior was recorded using partial
  interval recording with 15 second intervals.
• Two observers were present during 25 of the
  observation sessions. IOA 94 for On Task/Off
  Task and 91 for Disruptive Behavior

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Math Group Video
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Math Group Video Modeling
Baseline Video Modeling on iPod
Touch
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Self Monitoring

• Four Components
• Goal setting
• Self-monitoring
• Self-instruction
• Self-reinforcement

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• Goal Setting
• Goals should be
• Specific and measurable
• Appropriate level of difficulty (not too hard,
  not too easy)
• Attainable in a short period of time (Graham,
  1992)

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Self-Monitoring

• Self-Monitoring begins with
• Self-assessment
• Student observes his/her own behavior
• Self-record
• Student records behaviors s/he observed
• IMPORTANT Reinforces existing skills, doesnt
  teach new skills (Graham, 1992)

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Self-Instruction

• Student instruct him/herself either overtly or
  covertly to regulate own behavior
• Self-instruction used to
• Direct attention
• Control behavior
• Focus thinking
• Assist memory
• Complete a task
• Manage emotional reactions
• Determine success criteria (Graham, 1992)

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• Students actively participate in the development
  of the self-instruction procedure
• Teacher must teach students how to implement the
  procedures
• Teacher teaches and gradually fades prompting

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Self Reinforcement

• Student evaluates own behavior
• Student determines if the behavior meets the
  pre-identified criteria and provides
  reinforcement
• Student records behavior
• Teacher usually spot checks this for accuracy and
  may provide additional reinforcement

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Susan

• Susan disrupts lesson by constantly making
  off-topic comments in class (baseline ave. 3.5
  times per 15 min.)
• Teacher instructs Susan how to record her
  off-topic comments on a chart by putting an X
  over a mouth indicating the 15 minute interval
  in which each talk out occurred.
• Teacher reminds Susan to record her behavior in
  the beginning (as needed)
• Teacher prompts are gradually faded
• Susan is reinforced by teacher attention at the
  end of the lesson for recording her off-topic
  comments, and
• Teacher provides an activity reward if her off
  topic comments decrease to an acceptable level
  as identified on her goal
• The acceptable level is gradually reduced when
  she meets a criterion

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Step 1
Time TALK OUTS One left?
900-915 Yes No
915-930 Yes No
930-945 Yes No
945-1000 Yes No
Were you able to circle yes 3 out of 4 times? Were you able to circle yes 3 out of 4 times? I did! Not this time.
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Step 2
Time TALK OUTS One left?
900-915 Yes No
915-930 Yes No
930-945 Yes No
945-1000 Yes No
Were you able to circle yes 4 out of 4 times? Were you able to circle yes 4 out of 4 times? I did! Not this time.
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Step 3
Time TALK OUTS One left?
900-915 Yes No
915-930 Yes No
930-945 Yes No
945-1000 Yes No
Were you able to circle yes 4 out of 4 times? Were you able to circle yes 4 out of 4 times? I did! Not this time.
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Step 4
Time TALK OUTS One left?
900-915 Yes No
915-930 Yes No
930-945 Yes No
945-1000 Yes No
Were you able to circle yes 4 out of 4 times? Were you able to circle yes 4 out of 4 times? I did! Not this time.
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Step 5
Time TALK OUTS One left?
900-930 Yes No
930-1000 Yes No
Were you able to circle yes 2 out of 2 times? Were you able to circle yes 2 out of 2 times? I did! Not this time.
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Now Back to ANDY!

• While video modeling led to improved on-task
  behavior and deductions in the number of
  disruption, his performance still varied from day
  to day.
• The team decided to add self-monitoring to Andys
  intervention package.
• Since he had responded well to video models, the
  decision was made to use video to teach
  self-monitoring skills.

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• Andy is was taught to self monitor his on task
  behavior.
• During the initial instruction phase, Andy viewed
  video of himself while learning to independently
  discriminate his own on task and off task
  behavior.
• Video self-modeling was then used to teach him to
  self-record his behavior using the Timer
  application on the iPod and a self monitoring
  sheet.

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Self Monitoring Video
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Video Modeling Self Monitoring
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how you prepare video-based materials for use
with an iPod
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Preparing Video-based Instruction on the iPod
Touch!
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First, you have to record video and edit on a
desktop computer

• Video files have to be saved in a format that
  will work on the iPod (MP4).
• Mac users can use iMovie
• PC users can use Windows Movie Maker, but each
  file will have to be converted a video
  conversions program.
• Pinnacle Studio will allow PC users to edit video
  and save files in the MP4 format.
• Pinnacle is similar to Movie Maker but has some
  nice features.
• Pinnacle sells for around 100 depending on the
  features and is well worth the investment.

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http//www.jankuj.com/Picture_Scheduler.html

• The Picture Scheduler is an inexpensive
  application (less than 3) that is very useful
  for arranging a sequence of video segments or
  pictures with voice narrations.

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• Open the app and create a new category by
  clicking the little file folder in the bottom
  left corner.
• Create a new task or sequence by touching the
  little plus sign in the top right corner.

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Use iTunes to transfer video files from a desktop
computer to the iPod Touch using the file sharing
feature of iTunes
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• Entering information under Create new task
• If desired, an Alert can be set up to notify
  the students at a specific day and time.
• An audio narration can be assed directly onto the
  iPod by selecting audio
• Video files can be selected from those available
  on the iPod.

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• Once the videos are on the iPod, can begin to set
  them up in a sequence by touching save after
  you have selected the picture, typed in the name,
  and selected the video for each step or activity
  in the sequence. If you wish for the sequence to
  be in a specific order, start with the last video
  and work up to the first.

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You can save multiple sequences or lists on one
iPod Touch
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Thank You!

• Erika Blood
• eblood_at_niu.edu

• Woody Johnson
• jwjohnson_at_niu.edu