Download - Video Modeling & Video Self-Modeling: Research to Practice 1 VDOE T/TAC Autism Priority Project
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Video Modeling & Video Self-Modeling: Research to PracticeVideo Modeling & Video Self-
Modeling: Research to Practice
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VDOE T/TACAutism Priority Project
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Visual Strategies for intervention and to teach new behaviors
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 TeachingSchedulesTask ListsScriptsCue Cards
Social Stories™, Comic Strip Conversations, Gray, Carol
Power Cards, Gagnon, E.
The Incredible Five Point Scale, Dunn Buron, K., Curtis,M.
Incidental TeachingSchedulesTask ListsScriptsCue 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?
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!
Yes! Yes! Yes!
If I can see it, I can do it!
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Temple GrandinTemple 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)
“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) 5
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Social Learning Theory and Modeling HistorySocial Learning Theory and Modeling History
Albert Bandura:– Theories of Social
Learning & Self-Efficacy
– The Bobo Doll Studies (1977)
Albert Bandura:– Theories of Social
Learning & Self-Efficacy
– The Bobo Doll Studies (1977)
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Bandura Bobo Doll StudiesBandura 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
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 7
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http://www.holah.karoo.net/bandurastudy.htm
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Bandura FindingsBandura 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)
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 ProcessObservational Learning Process
Four pivotal factors that need to occur:1. Attention- viewer identifies with
model 2. Retention-retain images seen 3.Reproduction-reproduce actions within own repertoire4. Motivation – reason to imitate
actions
Four pivotal factors that need to occur:1. Attention- viewer identifies with
model 2. Retention-retain images seen 3.Reproduction-reproduce actions within own repertoire4. 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?
What is Video Modeling and Video Self
Modeling?
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Video ModelingVideo Modeling
A procedure in which a learner is shown a videotape of a model performing a target behavior or completing a desired task (Sigafoos, O’Reilly, & de la Cruz, 2007)
A procedure in which a learner is shown a videotape of a model performing a target behavior or completing a desired task (Sigafoos, O’Reilly, & de la Cruz, 2007)
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Greetings Game Video Model – http://www.youtube.com/watch?v=cER_vv_CWGM&feature=relatedvideo
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Adult Model - FirefighterAdult Model - Firefighter
• http://www.youtube.com/watch?v=T07l3kW7TJM
• http://www.youtube.com/watch?v=T07l3kW7TJM
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Video Modeling Video Modeling
Most effective models include individuals
• close to the observer’s age• who have similar characteristics
(gender, personality, race and mood) and
• are functioning only slightly above the observer
Most effective models include individuals
• close to the observer’s age• who have similar characteristics
(gender, personality, race and mood) and
• are functioning only slightly above the observerBuggey, T. (2005) VSM Applications with Students with ASD in a Small
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Video Self-Modeling (VSM)Video Self-Modeling (VSM)
Intervention where observers are shown videotapes of themselves successfully engaging in an activity
Intervention where observers are shown videotapes of themselves successfully engaging in an activity
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Video Self-Modeling (VSM)Video Self-Modeling (VSM)
VSM is a technique that allows:
Feedforward - a student to view themselves as they could be in the future (Dowrick)
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)Videotaped Self-Modeling (VSM)
Positive Self-Review – student to view only positive performances of a behavior that has been targeted for intervention (Dowrick)
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)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)
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
Research on Video Modeling and VSM
• Problem Behaviors
• Social skills• Communication• Academic
Engagement• Impulsivity• Adaptive
Behavior/Daily
Living Skills
• 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.)
• 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???Self or Others as Model???
• However some skills may be better addressed through self as model such as:– Stuttering– Reducing inappropriate behaviors– Etc.
• However some skills may be better addressed through self as model such as:– Stuttering– Reducing inappropriate behaviors– Etc.
• Some studies show that “using others as a model is equally as effective as using self as model” (Sherer et al. 2001).
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Live vs. Video ModelingLive vs. Video Modeling(Charlop - Christy et al., 2000)
• Video modeling more effective than live modeling
• Video modeling led to better generalization of skills
(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?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
• 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 24
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Siskin Children’s InstituteSiskin Children’s Institute
• http://www.youtube.com/watch?v=nZv9sBtQbHE
• http://www.youtube.com/watch?v=nZv9sBtQbHE
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Three Methods of generating videoThree 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
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
Samples of Children Modeling Desired Behaviors
• http://www.youtube.com/watch?v=JzF5DC7tsQ4
• http://www.youtube.com/watch?v=JzF5DC7tsQ4
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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
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 28
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Avery and the ball Avery and the ball
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Example—FeedforwardExample—Feedforward
Kayla (use PECS to talk to teachers)
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
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- BradyLanguage Acquisition- Brady
• Brady- s, z, th sounds• Brady- s, z, th sounds
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Creating a Video ModelCreating a Video ModelSteps: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 child’s learning or access to the environment
– is this behavior/skill an important one to change/improve
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 child’s learning or access to the environment
– is this behavior/skill an important one to change/improve
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Creating a Video ModelCreating 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
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 ModelCreating a Video Model
4. Videotape skills/behaviors
5. Edit video so that only the desirable skills/behaviors are seen (max 3 min)
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 ModelCreating a Video Model
6. Provide individual a set time to view video of themselves demonstrating desired skills/behaviors
6. Provide individual a set time to view video of themselves demonstrating desired skills/behaviors
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7. Take data-Take data during intervention
-Return to baseline
-Take data during maintenance
Creating a Video ModelCreating a Video Model
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Tools needed to generate VSM product
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
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
Video Modeling/Video Self-Modeling Web Resources
http://www.siskin.org/index.php?sid=89
http://www.alaskachd.org/video/
http://www.siskin.org/index.php?sid=89
http://www.alaskachd.org/video/
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Videos on the WebVideos on the Web
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Leon’s Movie http://www.youtube.com/watch?v=GxBH1H82fbs
Deon’s movie http://www.youtube.com/watch?v=SiUv4E9WnZc&feature=related (This video reflects the work of Dr. Peter Dowrick)
Siskin Children’s Institute: Breakthroughs in Autism http://www.youtube.com/watch?v=3oaaveOzBko (This video reflects the work of Dr. Tom Buggey)
New England Center for Children – NECC preschool playroom http://www.neccautismplay.com/ (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
National Professional Development Center on
ASD
• Evidence Based Practices• Brief on Video Modeling
http://autismpdc.fpg.unc.edu/
• Evidence Based Practices• Brief on Video Modeling
http://autismpdc.fpg.unc.edu/
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Videos on the WebVideos on the Web
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Greetings Game Video Model - http://www.youtube.com/watch?v=cER_yy_CWGM&feature=related
Video Modeling Turn-Taking - http://www.youtube.com/watch?v=Qjg3a3TqhKg&feature=related
Teaching Social Skills to Kids with Autism and Aspergers - used in schools, homes, and therapy centers - http://www.youtube.com/watch?v=J0nBatn5vUo
Video Modeling - Sharing - http://www.youtube.com/watch?v=VZdl9Drl5GY&feature=related
Video Modeling - Firefighter - http://www.youtube.com/watch?v=T07l3kW7TJM&feature=related
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ReferencesReferences
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.edu/mfp/BanEncy.html
Bandura, A. (1982). Self-efficacy mechanism in human agencyBellini, 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.
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.edu/mfp/BanEncy.html
Bandura, A. (1982). Self-efficacy mechanism in human agencyBellini, 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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ReferencesReferences
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.
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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ReferencesReferences
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.
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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ReferencesReferences
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.
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 andfamilies?
What do you need to make this happen?