Video Self-Modeling For
Beginners: From Theory
to Practice
Matthew D. Moore, M.S., CCC-SLP
Jenelle Milleson, M.A
Dr. Tara Hedlund
Session 1090, Room 23ABC
S
Agenda
• Introduce and Define Video Self-Modeling (VSM)
• Watch Videos Created for ASD Adolescents
• Review Outcomes
• Explore Research
• Suggested Protocols and Variations used in the
Educational and Clinical Setting
• Discuss Generalization
Eagan High School, MN
• Communication Interaction Disorder (CID)
• Developmental Cognitive Delay (DCD)
• Broadcasting Class
• Individual Therapy
• Work Experience Class
Learning Outcomes
• Be Able to Describe Video Self-Modeling
• Understand the Process of Completing a VSM
• Understand the Technology/Equipment Needed
• Identify Therapy Targets for use with VSM
• Increased Awareness of VSM Resources
Video Self-Modeling
• Video showing a person performing
only desired behaviors
• The person is the subject of their
video (watching themselves)
• All negative behaviors are
removed through editing
• One type of Video Modeling
Christopher and the Bus
•
New Student, High Anxiety
•
Identified Triggers
•
•
•
•
Vacuum Cleaner
Buses
Vending Machine
Elevator
•
Difficulty getting from bus to classroom every morning
•
Administration began to get involved, room changed
Seeing is Believing
• Video-Self Modeling for People with Autism and
Other Developmental Disabilities
• Tom Buggey
• Doctoral Degree in early intervention from Penn
State
• Research at Siskin Center for Child and Family
Research
• Professor at University of Tennessee at Chattanooga
Video self modeling
Manipulating videos so
the student is able to view
himself completing the
behavior correctly or at an
advanced level.
All positive!!!!!!!
Videos are edited
so only positive
behavior is displayed.
Types of VSM
• Feed Forward
• Skills not yet learned
• Introducing a new skill or behavior
• Ex. Speaking in sentences
Types of VSM
• Positive Self Review
• Improving Skills
Already Learned
VSM vs. Self-observation
• Good, Bad, Ugly
• Learn from mistakes
• Ex. Football film
• Can be frustrating
• Can lead to more behaviors
Prerequisites
• Self recognition
• Attention to video
Behaviors taught through VSM
• Behaviors
• Motor skills
• Mood and self esteem
• Social and language skills
• Expressive language in stressful environments
• Verbal responding and initiation
• Making requests
• Increasing social interactions
VSM process
Everyone
can do it!!
Equipment
•
Video camera
•
Computer
•
Editing Software
•
Students
Step 1: Identify a behavior to work on
• Observable
• Measurable
• Replacement Behavior
Step 2: Do a task analysis
Break the
situation down
to individual
steps/behaviors
.
Ex. Walking through the lunch line
•
Get a tray
•
Pick a line
•
Take 1 main item
•
Take 1 fruit
•
Take 1 vegetable
•
Take 1 milk
•
Pick a check out line
•
Put in lunch number
•
Wait for lunch staff to say “thank you”
Step 3: Identify the replacement
behavior
What do you want to see?
Ex. Christopher
Step 4: Make a story board
• Map out scenes needed for the video
• Can coincide with the task analysis
• If possible the child can help with this
process
Step 5: Figure out how to get it all
on video
• How are you going to get your
student to perform?
• Role Playing
• Imitation
Step 6: Film
• Begin filming the video
• May need many takes
• Does NOT have to look perfect.
That is what editing is for!
Step 7: Edit
• This is where you take out all the negatives
and only leave the positives!
• Add sound effects
• Remove unwanted noises
• Speed up or slow down
Step 8: View the video
• When you feel appropriate
• When coming into school/clinic
• Right before the activity
• When the student asks to see it
• It should be enjoyable for the child
Evaluating results
• Take baseline data before using the VSM
intervention
• Collect data
Tally marks
Duration
Frequency
Evaluating results
• Analyze the data
• Compare baseline data to intervention data
• When graphed you should see a spike in the
results following the intervention
• Generally not a slow progression
• It works or it doesn’t
Andrew-Requesting Help
• Having trouble recognizing need for help
• Inactivity, reduced productivity during work
skills class
• Unacceptable reliance on adult prompts
• Needs to recognize a problem and request
assistance within an acceptable time frame
Andrew- Requesting Help
Weekly Trials Before, During, and
After VSM Exposure
Andrew, 6 months later
Self-Efficacy
• Self-Efficacy (Bandura, 1994): “People’s
beliefs about their capabilities to produce
designated levels of performance that
exercise influence over events that affect
their lives.”
Bandura (1997): “Individuals can
acquire self-efficacy through… the
observation of their own success.”
Acquisition and Generalization
•
Charlop-Christy et al. (2000)
•
Five ASD Children presented with 2 tasks.
•
Video Modeling (watch video of a model performing task)
•
In Vivo Modeling (watched live models performing task)
•
Concluded that video modeling leads to quicker
acquisition and greater generalization of skills than in vivo
modeling.
Video Modeling: Why does it work
for children with autism?(Corbett &
Abdullah, 2005)
•
Over‐selective attention
•
Realistic contexts
•
Restricted field of focus
•
•
Preference for visual
stimuli, particularly “the
screen”
Avoids face-to-face
interactions
•
Cost effective instruction
Teaching the Targeted Skill
• Direct Instruction
• Role Play
• Games/Therapy
• Imitation
• Video Modeling
Identify Targets
• Parents
• Work Coordinator
• Mainstream Teachers
• IEP Objectives/
Therapy Plan of Care
My VSM To Do List
• Achievable Goals (Start Small)
• Functional
• Repeatable
• Fit With IEP/Therapy Objectives
• Input from Parents/Team Members
My VSM To Do List (cont’d):
•
Be Familiar with Camera
•
Batteries!
•
Reduce Background Noise
•
Lighting
•
Visual Distractions
•
Consent to Videotape
Tips to Support Generalization
Caregiver Involvement
•
•
•
•
Availability of Videos at Home
Share Videos With Other Family Members
Repeat the Video as Needed
Take Advantage of the Benefits
•
Affinity for the Screen
•
Portable Technology
•
Restricts the Focus of Attention
Cameras
Flip Vid
Kodak Playtouch
iPad2
Video Editing Software
•
iMovie
•
Windows Movie Maker
Videos are More Portable
Than Ever
• DVD
• Laptop
• iPad
• Online “Cloud” Storage
Luke
•
9 Years Old
•
Severe Autism
•
Non-verbal, Minimal Attention, Minimal Tolerance to
Therapy
•
Goals for Attention, Eye-Contact, Turn-Taking, Greeting,
Answering Basic Questions
•
0-5% Response to Greeting over a 2-month period
Luke- Responding to Greeting
Outcomes of VSM: Luke
•Improved to 100% over next 6 sessions
•Retained over 90% over the next 2 months
•Without VSM, retained approximately 80% response to
greetings
•100% correction of errors following VSM
•(Con) Answers “happy” every time
Luke and Mr. Potato Head
•
Requesting Mostly Food Items
•
Required Maximum Prompts Before Neg.
Behaviors
•
Very Low Tolerance For Learning New
Skills/Failure
•
Answered “Yes or No” to all Y/N Questions
•
Video’s initial target was “yes/no”
Broadcasting Class at Eagan
High School
•
Video modeling class
•
Collaborative teaching between teacher and SLP
•
Targets chosen from IEPs and academic curriculum
•
Students given autonomy to plan own videos
•
Blend of social skills, daily living, communication,
academics, functional skills, work, and team-building
Broadcasting Units
•
Creative Writing
•
Cooking
•
•
•
Commercials
Science Experiment
News Broadcast*
•
Public Service
Announcements
•
Game Shows
•
Music Videos*
•
How-to Videos
Resources
• Seeing is Believing by Tom Buggey
• 26 studies that have addressed VSM
Resources
Ayres, K. M., Maguire, A., & McClimon, D. (2009). Acquisition and generalization of chained tasks taught with
computer based video instruction to children with autism. Education and Training in Developmental
Disabilities, 44(4), 493-508.
Bandura, A. (1977). Social learning theory. Englewood Cliffs, NJ: Prentice-Hall. [10-21].
Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ:
Prentice Hall
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, 537-552.
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.
MacDonald, R., Sacraome, S., Mansfield, R., Wiltz, K., & Ahearn, W. H. (2009). Using video modeling to teach
reciprocal pretend play to children with autism. Journal of Applied Behavior Analysis, 42(1), 43-55.
Resources (cont’d)
McCoy, K & Hermansen, E. (2007)Video Modeling for Individuals with Autism: A Review of Model
Types and Effects. Education and Treatment of Children. 30, (4),183-213.
Mechling, L. C. (2008). High tech cooking: A literature review of evolving technologies for teaching
a functional skill. Education and Training in Developmental Disabilities, 43(4), 474-485.
Mechling, L. C., Gast, D. L., & Fields, E. A. (2008). Evaluation of a portable DVD player and
system of least prompts to self-prompt cooking task completion by young adults with moderate
intellectual disabilities. The Journal of Special Education, 42(3), 179-190.
Nikopoulos, C. K., Canavan, C., & Nikopoulou-Smyrni, P. (2009). Generalized effects of video
modeling on establishing instructional stimulus control in children with autism: Results of a
preliminary study. Journal of Positive Behavior Interventions, 11(4), 198-207.
Sansosti, F. J., & Powell-Smith, K. A. (2008). Using computer-presented social stories and video
models to increase the social communication skills of children with high-functioning autism
spectrum disorder. Journal of Positive Behavior Interventions, 10(3), 162-178.