Looking into the Future

Tracy Watkin

Video Modelling

Introduction

Theory

Process

Where to Next?

Introduction

Clip 1

YouTube

Google Maps :Street View

Theory  

What  is  Video  Modelling?  

Evidence  Base  

Social  Cogni7ve  Learning  Theory  

The  Power  of  Video  Modelling  

What is Video Modelling?

“A method of teaching in which an individual learns a behaviour or a skill by watching a video recording of someone – the model – demonstrating that behaviour or skill.” Research Autism

Evidence Based Intervention

•  over 50 studies •  160 participants •  positive benefits

•  9 studies supporting video modelling

•  50 studies •  mixed in vivo and video

modelling •  established

Social Cognitive Learning Theory

1. Attention

2. Retention

3. Production

4. Motivation

Bandura 1986: cognitive and behavioural changes acquired by observing and imitating a model

 

The Power of Video Modelling Individual with ASD Video Modelling

Visual learners

Highly motivated by technology

Require structure

Acquire skills through repetition

Attention to detail

Triad /dyad of Impairments

Exceptional memory and echolalia

Anxiety in social situations

Visual medium

Technology based

Step by step instructions

Can be replayed across settings

Target skills can be highlighted

Social, communication, rigidity of thought, sensory

Learning through imitation

Eliminates social pressures

The  Process  

Plan  

Create  

Show  

Follow  Up  

My Experience of Video Modelling

Video Modelling Process Stage 1: Plan

Identify clearly defined targets

Collect baseline data for target skills Sample 1

Conversation Skills

Sample 1 Results

Collect baseline data for target skills Sample 2

Play Choices

Sample 2 Results

Break the task into steps to be videoed

Prepare Scripts

Select video equipment

Video Modelling Process Stage 2: Create

Select a form of video modelling

Video Modelling:1982 Steinborn and Knapp

Video Self Modelling: 1991 Dowrick

Point of View Modelling: 2000, Schreibman et al.

Video Prompting: 2005, Sigafoos et al.

Select and prepare models/actors

known adult peer

sibling

the learner

Make a simple 3-5 minute video

Gain consent from models or parents

Use materials from the real task Preview and edit adding verbal or written prompts

Clip 2

Video Modelling Process Stage 3: Show

Select and check viewing equipment

Clip 3

Explain the steps in the target skill

Prompt learner to attend to the video

Clip 4

Schedule regular viewings

Video Modelling Process Stage 4: Follow Up

•  Record observations and frequency of viewing

•  Collect post intervention data •  If no progress:

ü  Increase viewing frequency ü  Simplify video ü  Additional prompts ü Check correct steps are included ü Check prerequisite skills ü  Increase task performance reinforcement

Clip 5

•  Fade the video •  Evaluate intervention

Where  to  next?  

Applica7on  

Training  

Commercial  Resources  

Application 1. Language and Communication:

•  responses to questions •  spontaneous requests •  initiation of conversations

Gelbar et al. 2012

Application 2. Social Skills Interventions

•  social initiations •  unprompted

play with a peer

•  turn taking

Application 3. Behaviour Modification

•  off task behaviours •  knowledge of

classroom rules •  restorative behaviours

in the home

Application 4. Task Instruction

•  putting clothes away

•  making a sandwich

•  unpacking school bag

Training

Training

•  Research articles

Teaching Exceptional Children

Vol 43, No.6

Commercial Resources

Aim High, Ki Runga Rawa

Clip 6

For people without disabilities, technology makes things easier. For people with disabilities, technology makes things possible.”

IBM Training Manual - 1991

References Bandura, A. (1977). Social learning theory. New York: General Learning Press. Bandura, A. (1986). Social foundation of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice Hall. Bandura, A. (1986). The explanatory and predictive scope of self-efficacy theory. Journal of Clinical and Social Psychology, 4, 359-373. Bellini, S., & Akullian, J. (2007). A meta-analysis of video modeling and video self-modeling interventions for children and adolescents with autism spectrum disorder. Exceptional Children, 73, 264-284. Buggey, T., Hoomes, G., Sherberger, M. E., & Williams, S. (2011). Facilitating social initiations of preschoolers with autism spectrum disorder using video self-modeling. Focus on Autism and Other Developmental Disabilities, 26(1), 25-36. Corbett, B. A., & Abdullah, M. (2005). Video modelling: Why does it work for children with autism? JEIBI, 2(1), 2-8. Coyle, C., & Cole, P. (2004). A videotaped self-modelling and self-monitoring treatment program to decrease off-task behaviour in children with autism. Journal of Intellectual & Developmental Disability, 29(1), 3-15. Dowrick, P. W. (1991). Feedforward and self modeling. In P. W. Dowrick, Practical Guide to Using Video in Behavioural Sciences (pp. 109-126). New York: Wiley. Retrieved from http://www.creating-futures.org/downloads/pdf/Feedforwarding.pdf Ganz, J. B., Earles-Vollrath, T. L., & Cook, K. E. (2011). Video modeling: A visually based intervention for children with autism spectrum disorder. Teaching Exceptional Children, 43(6), 8-19.

References Gelbar, N. W., Anderson, C., McCarthy, S., & Buggey, T. (2012). Video self-modeling as an intervention strategy for individuals with autism spectrum disorders. Psychology in the Schools, 49(1), 15-22. LaCava, P. (2013). Video modeling: An online training module. Kansas City: University of Kansas, Special Education Department. Columbus, OH: In Ohio Center for Autism and Low Incidence (OCALI), Autism Internet Modules. Retrieved April 2014, from http://www.autisminternetmodules.org/mod_view.php?nav_id=1414 MacDonald, R., Sacramone, 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 Analaysis, 42(1), 43-55. ModelMe Kids. (2014, August). Retrieved from http://www.modelmekids.com/ National Autism Center. (2009). National Standards Project. Massachusetts. Retrieved April 2014, from http://www.nationalautismcenter.org/pdf/NAC%20Standards%20Report.pdf Nikopoulos, C., & Keenan, M. (2006). Video modelling and behaviour analysis: A guide for teaching social skills to children with autism. London & Philadelphia: Jessica Kingsley. NPDC on ASD. (n.d.). Evidence-based practice: Video modeling. Retrieved April 2014, from The National Professional Development Center on Autism Spectrum Disorders: http://autismpdc.fpg.unc.edu/content/video-modeling

References http://autismpdc.fpg.unc.edu/content/video-modeling Ogilvie, C. R. (2011). Step by step: Social skills instruction for students with autism spectrum disorder using video models and peer mentors. Teaching Exceptional Children, 43(6), 20-26. Rayner, C. (2010). Video-modelling to improve task completion in a child with autism. Developmental Neurorehabilitation, 13(3), 225-230. Rayner, C. (2011b). Teaching students with autism to tie a shoelace knot using video prompting and backward chaining. Developmental Neurorehabilitation, 14(6), 339-347. Reagon, K. A., Higbee, T. S., & Endicott, K. (2006). Teaching pretend play skills to students with autism spectrum disorder using video modeling with a sibling as model and play partner. Education and Treatment of Children, 29(3), 1-12. Research Autism. (2014). Video modelling and autism. Retrieved April 2014, from Research Autism: http://www.researchautism.net/interventions/101/video-modelling-and-autism Shukla-Mehta, S., Miller, T., & Callahan, K. J. (2010). Evaluating the effectiveness of video instruction on social and communication skills training for children with autism spectrum disorders: A review of the literature. Focus on Autism and Other Developmental Disabilities, 25(1), 23-36. Smith, K. H. (2010). Teaching social skills to children with autism using video-modeling: A component analysis. Alabama. Retrieved from file:///C:/Users/tracyw/Downloads/KSmith-diss-FINAL%20(1).pdf Steinborn, M., & Knapp, T. (1982). Teaching an autistic child pedestrian skills. Journal of Behaviour Therapy and Experimental Psychiatry, 13, 347-351.

Images retrieved from:

•  http://onlinebookplace.com/the-panicosaurus-managing-anxiety-in-children-including-those-with-asperger-syndrome

•  http://nelsoncentral.wikispaces.com/Screen+shots+using+Screen+Hunter •  http://www.windowslivehelpnow.com/windows-live-technical-support-2/tips-for-

viewing-the-windows-live-movie-maker-timeline/ •  http://www.screencastsonline.com/ios/show/0143/ •  http://autismpdc.fpg.unc.edu/sites/autismpdc.fpg.unc.edu/files/

VideoModeling_Checklist_1.pdf •  http://www.autisminternetmodules.org/dash.php?cat=dash_tab_mn •  http://2gethere.tumblr.com/ •  http://www.appabled.com/show-me-how-shoe-tying-app-by-goatella-review-and-

giveaway/ •  https://www.youtube.com/watch?v=hzYFBZPaaoc •  http://www.modelmekids.com/ •  http://www.changecards.org/change-theory/social-cognitive-theory •  http://www.nationalautismcenter.org/ •  http://www.researchautism.net/ •  http://autismpdc.fpg.unc.edu/content/evidence-based-practices •  http://masseyuniversity.mrooms.net/ •  http://www.autismnz.org.nz/conference_2014 •  http://www.pitenglish.com/en/months