Video Modeling Produces Success for Students with Autism

Janet Courson, MA ed, NBCTBeaufort County Schools

Bath Elementary School

"We worry about what a

child will become tomorrow,

yet we forget that he is

someone today." - Stacia

Tauscher

Our Agenda1. Let’s look at Autism and discover

why Video Modeling naturally fits!2. Governor’s Teacher Network: My Story – Action Research 3. Implementing Video Modeling4. Technically Speaking, It’s Easy!

Facing the Facts Children are more likely to be diagnosed this year with autism than cancer, diabetes and AIDS combined.

(The ABCs of Autism www.special-learning.com)

)

According to Center for Disease Control and

Prevention….(A few years ago)….4 million births in US = 40,000 children will eventually be diagnosed with mild to sever ASD by age 8.

Center for Disease Control now has found that…

1 in 68 children is diagnosed with Autism.

Challenge for Educators

Autism – the fastest growing developmental disability.. 10 – 17 percent annually.

Autism is a severe neurodevelopmental

disorder characterized by qualitative impairment before the age of three

in verbal and nonverbal communication, reciprocal social

interaction, and a markedly restricted repertoire of activities and

interests. (American Psychiatric Association, 1994)

Pair & Share Talk about Temple

What appeal would video modeling have for

students with autism?

Let’s ask someone with ASD!

•https://www.youtube.com/watch?v=cpkN0JdXRpM

Video Modeling’s Appeal to Students

with ASD•Preference for visual stimuli•Avoids face to face attention•Restrictive field of focus•Strengths in processing visual information•Video watching is view as a recreation

Corbett and Abdullah (2005)

Thinking in Pictures!

How do we learn?Bandura’s Social Learning

Theory (1977):Human behavior is primarily learned by observing and

modeling others.

Video Modeling is an evidence-based practice and those who work with

individuals with ASD should be encouraged to use it.

(The National Professional Developmental Center on Autism Spectrum Disorders, Video Modeling : Overview 2010)

Our Agenda1. Let’s look at Autism and discover why Video Modeling naturally fits!2. Governor’s Teacher Network: My Story – Action Research 3. Implementing Video Modeling4. Technically Speaking, It’s Easy!

Evidence Based Intervention Literature

Review

Charlop-Christy et al (2000) demonstrated that video modeling led to faster acquisition of skills and greater generalizability than in vivo modeling in children with autism.

Effective in less time!

Video Modeling has been shown to take

approximately one-third of the time as compared to in vivo

procedures.

Main Goals of Action Research

•Positively impact student outcomes•Identify and promote effective instructional practices•Create opportunities for teachers to become reflective practitioners•Share results with other educators.

What is Action Research?

Systematic inquiry conducted by teachers and other educators to find solutions for critical, challenging, relevant issues in their classrooms and schools.

Mills, Geoffrey E, Action Research: A Guide for the Teacher Researcher, 2014

Area of Focus Statement

•The purpose of this study is to describe the effect of video modeling on the learning of students with autism. The characteristics of autism create barriers to learning. This study seeks to provide the student with autism a video model which he may, through repetitive viewing, gain confidence and focus in completing tasks shown on the video. The video, provided on an iPad will show a typically developing peer completing a task; an appropriate target skill for the student with autism.

Types of Video Modeling

1.Basic Video Modeling 2.Video Self-Modeling3.Point-of-view Video

Modeling

Basic Video Modeling•A teaching strategy in which the learner watches a video of an actor other than himself appropriately demonstrating a specific skill or routine.

Single Subject ResearchMy Participant

•Micah, a 7 Year old boy with Autism•Limited Verbally – AAC Device•Great Sense of Humor•No Intellectual Disabilities •Functional Skills are Low

Andrew!

AAC Device – iPad with LAMP app

The Setting

Video Modeling Data for Micah

Target Skill – Geometric Solids Vocabulary

GROWTH!

Our Agenda1. Let’s look at Autism and discover why Video Modeling naturally fits!2. Governor’s Teacher Network: My Story – Action Research 3. Implementing Video Modeling4. Technically Speaking, It’s Easy!

Step 1: Target a Behavior or Skill to Teach

Carefully Choose a Target Skill• Academic• Functional• Social

Identify a target skill that is well suited for the learner.

In VivoModeling

to determinethe baseline.

Step 2 – Choose the Equipment and

Software•Equipment : iPad and iPhone to record and view•Software: Windows Movie Maker (PC) or iMovie (Mac)

Flip Video Cameras

Step 3 - Planning the Video Recording

• Write a script or task analysis.• For videos of peers, choose a

model.• Get parental permission. • Establish rapport with model • Finding the time.

Step 5 - Making the Video

Determine type of video modeling for your learner:

1.Basic Video Modeling

2.Video Self-modeling

3.Point of View Video Modeling

Typically Developing Peer Modeling 3 Geometric Solids

Step 6 - Viewing the Video

Step 7– Monitoring Progress

•Determine the effectiveness of the intervention

•Collecting Data – Note how often and when learner watches.

Troubleshooting!

Is the learner:•Watching the video enough?•Attending?•Needing more prompting?•Reinforcement in place?•Is target skill too abstract or difficult ?

Fading the Video and Prompting

•Know your learner.

•Show less of the video

Target Skill : Turn Taking

Self Video Modeling

Point of View Video Modeling

Peer Modeling with BVM

Increased Focus! Decreased Time!

Group Up & Share

•Identify a problem in learning.

•Choose a target skill.

•Describe a video that may help.

Our Agenda1. Let’s look at Autism and discover why Video Modeling naturally fits!2. Governor’s Teacher Network: My Story – Action Research 3. Implementing Video Modeling4. Technically Speaking, It’s Easy!

The Equipment and Editing Software:

•Video Recording Device ( I use an iPad or my iPhone.

• Windows Movie Maker (PC) or iMovie (Mac)

My VR Spot

Upload, share, and store your videos in this vault!

Choice Board app

use the iPad to demonstrate this app email me for a

digital Handout on My VR Spot will be available

How will the child view the video?

•I use iPads in during lessons in our Stations

•Interactive White Board – Smart Board

Some help from my friends…

•National Professional Developmental Center on Autism Spectrum Disorders

•Module – VideoModelingwww.autisminternetmodules.org

References 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.

Gul,S.O., & Vuran, S (2010). An analysis of studies conducted video modeling in teaching

social skills. Educational Sciences: Theory and Practice , 10(1), 249-274.

Plavnick, J.V. (2012). A practical strategy for teaching a child with autism to attend to and

imitate a portable video model. Research & Practice for Persons with Severe Disabilities,

37(4), 263-270.

Schmidt, C., & Bonds-Raacke,J (2013). The effects of video self-modeling on children with

autism spectrum disorder . International Journal of Special Education, 28(1), 136-146.

References

Wilson, K.P. (2013). Incorporating video modeling into a school-based intervention for students with autism spectrum disorders. Language, Speech, and Hearing Services in Schools, 44, 105-117.

Recommended Book

Video Modeling for Young Children with Autism Spectrum Disorders by Sarah Murray and Brenna Noland

Online Module on Video Modeling

www.autisminternetmodules.org

Thank You!

Janet Coursonjcourson@beaufort.k12.nc.us