Thursday June 24, 2010 Video Modeling

1. Thursday June 24, 2010 Video Modeling

2. START/NPDC Summer Institute June 2010 Video Modeling

3. Introduction to Evidence Based Practice: Video Modeling

4. Video Modeling Centers on Imitation • Theoretical foundation in early work by Bandura (1969, 1977)

5. What can you learn by watching videos? To moon walk • http://www.youtube.com/watch?v=E_FzgtLVzbI To complete a magic trick with a coin • http://www.youtube.com/watch?v=oVY1C5xkatc&feature=related To fold a t-shirt in 2-sec • http://www.youtube.com/watch?v=An0mFZ3enhM&feature=channel

6. And my personal favorite: To use a Neti Pot • http://www.youtube.com/watch?v=xp_2dVL9Srs&feature=related

7. The world is changing • Video is being used in everyday life • And as you all know…shift happens • Video and technologies are being used more and more within teaching practices for all students

8. Why can this be an Ideal Strategy for Individuals on the Autism Spectrum? • Individuals with ASD have visual processing strengths • VM allows one to slow down and repeat the action over and over again – increasing saliency of cues • VM can reduce the anxiety of being in a face-to-face role-play situation • Once videos are created, anyone can implement them and the visuals are standardized • VM is more cost and time-efficient than in vivo modeling • http://newsinfo.iu.edu/web/page/normal/5254.html • Graetz, Mastropieri & Scruggs (2006) • McCoy & Hermansen (2007)

9. Steps in Video Modelingfrom the EBP Checklist

10. Steps in Video Modeling • Target: Identify a target behavior to teach with VM • Equipment: Identify equipment that can be used to: (a) create the video, and (b) show the video • Plan Script or Task Analysis: Create a script or task analysis of the behaviors you will show in the video • Baseline: Collect baseline data • Make the Video: Identify the viewpoint, models and record and edit the video • Arrange Environment to Watch the Video: Identify time in the daily routine, have materials available • Intervention: Show the video to the student • Monitor progress: Troubleshoot if there are problems • Troubleshoot:Monitor problems • Fade: Fade the video and prompts, if appropriate

11. Steps Applied to Examples

13. Data Sheets for Group Work

17. Evidence Based Practice: Video Modeling Implementation Checklist • Scoring Key: • 2 = implemented • 1 = partially implemented • 0 = not implemented • http://autismpdc.fpg.unc.edu/sites/autismpdc.fpg.unc.edu/files/VideoModeling_Checklist_0.pdf

18. Examples of Video Usage at the Model SiteSchool Year: 2009-2010

19. Examples • Video used to teach self-management system • Video used as a reward • Using the Flip Camera to learn how to play a game

20. Matching Video Modeling Strategies with Student IEP Goals

21. Guidelines for Implementing VMShukla-Mehta, Miller & Callahan (2009) • May need to add prompts, reinforcers and error correction procedures • Make video length and content based on knowledge of the student’s skills in attending, imitation, and visual processing and comprehension • Children who are able to attend for 1-min are more likely to benefit • Keep the videos brief; more viewings are better than one time • All types of models seem to be effective

22. Types of VM McCoy & Hermansen, 2007 • Self • Peer • Adult • Point of View • Peer • Gain consent • Drama club, theater class • Use high school volunteers as video editors

23. Preschool-Elementary Age

24. Preschool-Elementary Age

25. Preschool-Elementary

26. Middle School/ High School

27. Middle School/ High School

28. Middle School/ High School

29. Middle School/ High School

30. Evidence Based Practice: Video Modeling Activity for small groups • Choose a student and goal to address with this EBP • Use the GAS to breakdown goal • What are the next steps to develop a specific plan for a student

31. EBP Activity