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Video Modeling and Video Self-Modeling
Community of Practice AutismMay 20, 2008
Adapted from a Presentation by Teresa Lyons, VDOE T/TAC at Virginia Tech
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Sally ChappelVDOE Region 5 T/TAC
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 Teaching
Visual Supports
Schedules, Task Lists
Scripts, Cue Cards
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Strategies
Each of these strategies involves looking at a variety of behaviors from the child’s perspective
The child can read about, talk about, & see different expected behaviors through the use of words and pictures
While these approaches incorporate the child into the “picture”, the child doesn’t
get to see the action involved in the skills targeted
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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?4
Yes! Yes! Yes!
If I can see it, I can do it!
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Temple 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)6
Social Learning Theory and Modeling History
Albert Bandura:– Theories of
Social Learning & Self-Efficacy
– The Bobo Doll Studies (1977)
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Bandura 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
http://psychclassics.yorku.ca/Bandura/bobo.htm
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http://www.holah.karoo.net/bandurastudy.htm
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Bandura 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)
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Observational Learning Process
Four steps need to occur:
1. Attention - when model appears more like self, attention increases
2. Retention - we store images seen, bring them up when needed, and reproduce actions
3. Reproduction - images translate into actions when skills are within our repertoire
4. Motivation - there is a reason for imitation to occur
From “Video Modeling: Why does it work for children with autism?” by Corbett & Abdullah, 2005 11
Why it works in autism?
• over-selective attention
• a restricted field of focus
• 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
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What is Video Modeling and Video Self
Modeling?
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Video 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)
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Coulter Video
Video Modeling
“Researchers have shown that the most effective models tend to be individuals close to the observer’s age who have similar characteristics (gender, personality, race and mood) and are functioning only slightly above the observer” (Bandura, 1997, 2001; Thoreson
& Hosford, 1973)
As quoted in VSM Applications with Students with ASD in a Small Private School Setting by Tom Buggey (2005)
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Video Self-Modeling (VSM)
Intervention where observers are shown videotapes of themselves successfully engaging in an activity
VSM is a technique that allows:
1. a child to view themselves as they could be in the future (feedforward)
Dr. Dowrick - Here is your goal. This is what you will look like when you’ve mastered this difficult situation
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Shirley Video
Videotaped Self-Modeling (VSM)
2. a child to view only positive performances of a behavior that has been targeted for intervention (positive self-review)
Dr. Dowrick - Catch me being good and remind me of it; here are good examples of what you should do more often
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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)
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Bandura’s Theory of Self-Efficacy
Two methods of increasing
1. Enactive experience – a person would actually see themselvesperform a learned behavior successfully. “Self-competence is proven through self-performance.” (Whitlock)
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2. Vicarious experience – high self-efficacy can occur through observing behaviors modeled by a person that is most like the individual.•Peers serve as better models to a child than an adult (as seen in the movement towards inclusive practices)
Last two methods – mastery experience & social persuasion -not relevant to this discussion – can be read about in the book Self-Efficacy Mechanism in Human Agency (1982) or http://www.des.emory.edu/mfp/BanEncy.html 20
Enactive Experience relates to Video Self-Modeling
Vicarious Experience relates to Video Modeling
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Benefits of video as an instructional medium
Moving visual image that can be readily produced
Ability to gain attention - ability to produce a close approximation to human presence
Interactively controlled
Dowrick, P.W. (1991). Practical guide to using video in the behavioral sciences. New York: Wiley. 22
Benefits of video as an instructional medium
Creates a personal involvement - video transports the observer into the depths of the content
Focuses attention on important elements of modeled behavior and ensures that these elements are relevant and within the capacity of the individual
Dowrick, P.W. (1991). Practical guide to using video in the behavioral sciences. New York: Wiley. 23
Research on VSM and Video Modeling
Research has shown video modeling to be an effective treatment for a large range of behaviors including language, life skills, motor skills, play skills, social behaviors, stuttering, elective mutism, attention disorders, behavior disorders, aggressive behaviors, math skills, reading skills and sports skills.
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Video Modeling and VSM Success Research
• Problem Behaviors
• Autism, (behavior, 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.)
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Video Modeling
Live vs. Video Modeling (Charlop - Christy et al., 2000)
• Taught social-communication and
functional skills to children with ASD
• Video modeling more effective than live modeling
• Video modeling led to better generalization of skills
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VSM Research
Used video self-modeling techniques to increase the social engagement of two preschool children with ASD.
Results showed dramatic increases in social interaction with peers that were maintained after the intervention concluded. (Bellini, Akullian, and
Hopf, 2007)
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Meta-Analysis of Video Modeling and VSM Interventions (Bellini and Akullian, 2007)
Moderate to highly effective in 19 out of 23 studies published in peer reviewed journals
Outcomes included social communication, functional skills and behavior
Covered age span (ages 3 to 20) and autism spectrum (varying levels of language and cognitive functioning)
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VSM Research
Language Acquisition– Use of the word “be” increased in
conversation
Responding to questions– Response rates tripled or quadrupled
Transitions– Morning “getting ready” routine
decreased from 65 to 20 minuteshttp://www.utc.edu/Faculty/Tom-Buggey/vsm.html
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VSM ResearchLunch
- Increased eating 1/3 of lunch in 30 minutes to completing entire lunch
Preschool Aggression– Extinguished cheek squeezing behavior
– Extinguished behavior, cheek squeezing ceased
Reading Fluency– Moved from 2 years below grade level to
reading fluently at grade level– http://www.utc.edu/Faculty/Tom-Buggey/vsm.html 30
Three Methods of generating video
Method 1 – less time consuming
– 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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Leon Video
Method 2
– Provide the child with hidden supports that will enable the child to complete
the task
– Video close footage of the child –excluding the provided supports
– Edit out the supports
– Create the illusion that the child completed the task without assistance
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Michael Video
Method 3 – most time consuming
– The following method is more
suitable to children that are unable to role-play situations or who struggle with imitation.
– Tape the person 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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Cole Video
A few studies on VSM
VSM Applications with Students with ASD in a Small Private School Setting (Tom Buggey, 2005)
– Targeted 5 children with autism and 4 behaviors
Roy (11) and Tommy (10) – rarely initiated social interactions with peers and adults
Using method 1, the boys participated in role-play with peers – walked up to a group, asked them about their weekend, and
discussed favorite activities; asked teachers about HW; asked peers to play
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A 3-minute video was created showing the positive interactions
Video began with an auditory narrative of “A movie starring Roy. Let’s watch Roy and his friends talk and play together.”
Video ended with freeze frame of student with clapping and words “Great job, Roy!”
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Boys watched the video each morning before classes began.
Both boys made substantial gains.
Roy – initiation of social interactions
Baseline – 0 a day
Tommy – initiation of social interactions
Baseline – .17 a day
Intervention – 4.0 a day
Maintenance – 4.4 a day
Intervention – 3.8 a day
Maintenance – 4.25 a day
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Scott (6) and Aaron (8) demonstrated intense tantrums when agitated or frustrated
Using method 1, both boys role-played situations with their teacher and some peers that would typically get them upset
They also role-played how to react appropriately
The same process was followed for editing the video and presenting it to the boys
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Scott – duration of tantrum
Baseline – mean 16.25 minutes
Occurred on all 10 days and 2x on three days
Aaron– duration of tantrum
Baseline – mean 19.3 minutes
Intervention – mean 1.6 minutes
Maintenance – mean 2.8 minutes
* Three weeks later no tantrums were occurring
Intervention – mean 4 minutes
Maintenance – mean 2.3 minutes
* Three weeks later no tantrums were occurring 38
John is a 5 year old boy who was very active and occasionally hit and pushed his classmates.
He also had delays in receptive and expressive vocabulary.
Behaviors targeted for VSM were pushing classmates and language production – unsolicited utterances (word/words) spoken with intent w/o prompting and response to questions
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Using method 3 because John was unable to role play, John was videotaped during normal activities for 3 days.
A 2-1/2 minute video of John using appropriate behaviors was created –hugging a classmate, sharing a toy, obeying the teacher’s directions.
Trailer – “Here’s John playing nicely with his friends. John never pushes.”
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For the video on language production, the researcher, using frame-by frame editing, extracted single words from the video footage and created sentences of John speaking.
John’s mother took video of him at home eliciting words and phrases.
The final video was a series of questions being asked of John with immediate answers from John.
Trailer – “Let’s listen to John talking to his friends. He is using a lot of words.”
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During presentation of language production video, the data collected did not look promising.
Video was viewed and edited.
Too many visual transitions in original video from questioner to John
New video edited to show more of John – several sentences added and less questions used.
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John – pushing behavior
Baseline – mean 2.2 incidents over 5 day period
John – utterances
Baseline – 0 utterances
Intervention – 0 incidents day 1, 1 incident day 2, 0 incidents thereafter
Maintenance0 incidents a day
Intervention – tape 1 1 week: 0 utterances
Intervention – tape 2mean 3 utterances
Maintenance mean 5 utterances
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John - Response to Questions
Baseline – mean 0.2 of 10
Intervention – tape 1one week
Mean 3 of 10Intervention – tape 2
Mean 3.67 of 10Maintenance
Mean 4.67 of 10
Creating a Video ModelSteps:
1. Decide on behavior/skill to addressQuestions 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 Model
2. Do a task analysis of skill/behavior -determine each skill needed in
sequence - create a storyboard
3. Videotape skills/behaviors
4. Edit video so that only the desirable skills/behaviors are seen (max 3 min)
5. Provide individual a set time to view video of themselves demonstrating
desired skills/behaviors46
Creating a Video Model
Take data
- Establish a baseline
- Take data during intervention
- Return to baseline
- Take data during maintenance
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Cole’s Data
0
5
10
15
20
25
30
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Mom/Beer
Matthews Center
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Tools needed to generate VSM product
Video Camera - Digital video camera, digital camera or VHS camera
Video-editing software
Audio-editing software
CD or DVD burner
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Video Editing Software
ArcSoft ShowBiz® DVD 2– Cost $99.99 at
http://www.arcsoft.com/en/products/showbiz/
– 50% discount - use code ttacsbDVD50
Ulead® VideoStudio™ 11 – Cost $69.99 at
http://www.ulead.com/vs/runme.htm
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Sony Vegas Movie Studio+DVD– Cost $89.99 at
http://www.sonymediasoftware.com/products/showproduct.asp?pid=977
Pinnacle Studio Version 12– Cost $49.99 at
http://www.pinnaclesys.com/PublicSite/us/Products/Consumer+Products/Home+Video/Studio+Family/Studio.htm
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Windows Movie Maker included on Windows
Apple iMovie included on Macs
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Audio Editing Software
Audacity – free at http://audacity.sourceforge.net/
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Video Capture Devices
Dazzle DVD Recorder– Cost $49.99 at
http://www.pinnaclesys.com/PublicSite/us/Products/Consumer+Products/Dazzle/
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Video Modeling Web Resources
http://www.siskin.org/index.php?sid=89
http://www.alaskachd.org/video/
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Videos on the WebLeon’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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Videos on the WebGreetings 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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ReferencesApple, 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 agency
Bellini, 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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ReferencesCharlop-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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References
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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ReferencesGreenberg, 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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