PA RT I C I PA N T S W I L L H AV E T H E O P P O RT U N I T Y T O B U I L D T H E I R R E S U M E F O R C O L L E G E

R E C R U I T E R S , M A K E A D I F F E R E N C E I N T H E C O M M U N I T Y, A N D F O S T E R AWA R E N E S S F O R T H E

S C H O O L C O M M U N I T Y.

Video Modeling

Video Modeling

Studies from 1987-2012 have demonstrated the positive effects of VM for students with Autism Spectrum Disorder (ASD).

ASD students witness peers demonstrating appropriate social skills instead of adults.

The School Counselor is encouraged to use community stakeholders for support: Reach out to community businesses and ask for donations to help

entice student volunteers Gift cards, school is suggested to provide free food and drinks during

training.

Video Modeling

School Counselors will target ASD students already identified with an IEP.

School Counselors will focus videos on: Positive social interactions with peers and adults

Conversational turn taking Adding relevance to conversation Appropriate volume of voice

Positive Interactions with Peers:Conversational turn taking

ASD students will not interrupt another student while he/she is speaking during social interactions.

Video Modeling

Positive Interactions with Peers:Adding relevance to conversation

ASD individual will listen to conversation and information that only pertains to conversation

Video Modeling

Positive Interactions with Peers:Appropriate usage of one volume voice

ASD students will listen to other student voice volumes and mimic the volume when speaking. ASD student will be conscience of peers reactions when speak and adjust volume accordingly.

Video Modeling

Video Modeling

Need access to video equipment Ex. Hand held video, computer with capability to record, digital

camera etc. Recording device needs to be able to down load videos to computer

School Counselors and other professionals involved should practice using the equipment before recording intervention.

School Counselors and other professionals involved with project will observe each students for 2 hours and complete the inventory.

After the inventory is complete, the School Counselor and other professionals involved will determine if the ASD student is a good candidate to participate in VM.

Baseline data will determine which social skills VM will focus on. For example, if the learner already knows the first three steps in shoe tying,

only the remaining steps could be included (Wilson, 2013)

Video ModelingBaseline Date

Depending on where student falls on the spectrum, more prompting will be needed. School Counselor and student leaders will realistically

model skills for ASD individuals low on the spectrum, and practice with students to reinforce VM.

Video ModelingCognitive Ability

The School Counselor’s webpage will provide links to this PowerPoint and videos so students can watch in the privacy of their own home.

The School Counselor and students will create a viewing schedule and mock realistic modeling immediately following videos. School Counselor and other professionals involved will observe ASD

individuals during live social situations for data analysis.

Video ModelingViewing

Video Modeling

Sample Script Peer 1 (James): Hello! Did anyone see the Yankee game last

night?

Peer 2 (Jake): Yes, I thought they were going to lose, but they came back in the 9th.

ASD Peer (Dorian): The Yankees are my favorite team but I wasn’t able to watch the game, what happened? Ex: what not to say. I’m going to the beach this summer.

After school my mom is taking me out for pizza.

Video Modeling

Sample Script: Inappropriate Conversational Turn Taking. Peer 1 (James): Hello! I’m so tired. I was up until 2am playing

Minecraft. I was playing with a group of people from California…

ASD Peer (Dorian): Minecraft is my favorite game. Peer 1 (James): Yes…mine too. Peer 2 (Jake): How many cities have you built? ASD Peer (Dorian): My sister is giving me money to build more

cities for my birthday. Peer 2 (Jake): Interesting Dorian. James, I still need to build

more cities.

Video Modeling

Sample Script: Appropriate Conversational Turn Taking. Peer 1 (James): Hello, I’m so tired. I was up until 2am playing Minecraft. I was playing

with a group of people from California and we almost have an entire world built!

ASD Peer (Dorian): Minecraft is one of my favorite games. We should log on and play together.

Peer 1 (James): Yes, that sounds like a great idea Dorian.

Peer 2 (Jake): James, how many cities have you built with your California group?

Peer 1 (James): I’m not sure how many but I know it’s a lot!

ASD Peer (Dorian): I just started playing so I don’t have a lot of cities, but my sister is putting money on my account as a birthday gift.

Video Modeling

Sample Script: Voice Volume Peer 1 (Jake): Hi James, do you still have baseball practice after

school? Peer 2 (James): Yes, we end at 5:30pm. Are we still meeting up at

your house to work on our science project? Peer 1 (Jake): Sure, I think I have some good ideas that I want to

share. ASD Peer (Dorian): I have Ms. Miller for science and we are

discussing our project in two weeks. Dorian is speaking to his peers as if he is in crowded room and needs to

project his voice. Dorian carries a schedule board which contains a voice level chart. James and Jake prompt Dorian to check his voice level chart. Dorian was speaking at a level 4 when a level 3 was needed.

References

Wilson, K. P. (2013). Incorporating Video Modeling Into a School-Based Intervention for Students With Autism Spectrum Disorders. Language, Speech & Hearing Services In Schools, 44(1), 105-117. doi:10.1044/0161-1461(2012/11-0098)

Mason, R. A., Rispoli, M., Ganz, J. B., Boles, M. B., & Orr, K. (2012). Effects of video modeling on communicative social skills of college students with asperger syndrome. Developmental Neurorehabilitation, 15(6), 425-434 doi:10.3109/17518423.2012.704530

Sigafoos, J., O’Reilly, M., & de la Cruz, B. (2007). How to use video modeling and video prompting. Austin, TX: Pro-Ed.

The National Professional Development Center on Autism Spectrum Disorder http://autismpdc.fpg.unc.edu/sites/autismpdc.fpg.unc.edu/files/imce/documents/VideoModeling_Complete.pdf

Williamson, R. L., Casey, L. B., Robertson, J. S., & Buggey, T. (2013). Video Self-Modeling in Children with Autism: A Pilot Study Validating Prerequisite Skills and Extending the Utilization of VSM across Skill Sets. Assistive Technology, 25(2), 63-71. doi:10.1080/10400435.2012.712604

Bellini, S., Akullian, J., & Hopf, A. (2007). Increasing Social Engagement in Young Children With Autism Spectrum Disorders Using Video Self-Modeling. School Psychology Review, 36(1), 80-90.