Video Modeling & Video Self-Modeling: Research to PracticeVideo Modeling & Video Self-

Modeling: Research to Practice

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VDOE T/TACAutism Priority Project

Visual Strategies for intervention and to teach new behaviors

Visual 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 TeachingSchedulesTask ListsScriptsCue Cards

Social Stories™, Comic Strip Conversations, Gray, Carol

Power Cards, Gagnon, E.

The Incredible Five Point Scale, Dunn Buron, K., Curtis,M.

Incidental TeachingSchedulesTask ListsScriptsCue Cards

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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?

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?

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Yes! Yes! Yes!

If I can see it, I can do it!

Yes! Yes! Yes!

If I can see it, I can do it!

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Temple GrandinTemple 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)

“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) 5

Social Learning Theory and Modeling HistorySocial Learning Theory and Modeling History

Albert Bandura:– Theories of Social

Learning & Self-Efficacy

– The Bobo Doll Studies (1977)

Albert Bandura:– Theories of Social

Learning & Self-Efficacy

– The Bobo Doll Studies (1977)

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Bandura Bobo Doll StudiesBandura 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

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 7

http://www.holah.karoo.net/bandurastudy.htm

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Bandura FindingsBandura 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)

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 ProcessObservational Learning Process

Four pivotal factors that need to occur:1. Attention- viewer identifies with

model 2. Retention-retain images seen 3.Reproduction-reproduce actions within own repertoire4. Motivation – reason to imitate

actions

Four pivotal factors that need to occur:1. Attention- viewer identifies with

model 2. Retention-retain images seen 3.Reproduction-reproduce actions within own repertoire4. Motivation – reason to imitate

actions 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?

What is Video Modeling and Video Self

Modeling?

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Video ModelingVideo 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)

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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Greetings Game Video Model – http://www.youtube.com/watch?v=cER_vv_CWGM&feature=relatedvideo

Adult Model - FirefighterAdult Model - Firefighter

• http://www.youtube.com/watch?v=T07l3kW7TJM

• http://www.youtube.com/watch?v=T07l3kW7TJM

Video Modeling Video Modeling

Most effective models include individuals

• close to the observer’s age• who have similar characteristics

(gender, personality, race and mood) and

• are functioning only slightly above the observer

Most effective models include individuals

• close to the observer’s age• who have similar characteristics

(gender, personality, race and mood) and

• are functioning only slightly above the observerBuggey, T. (2005) VSM Applications with Students with ASD in a Small

Private School Setting 15

Video Self-Modeling (VSM)Video Self-Modeling (VSM)

Intervention where observers are shown videotapes of themselves successfully engaging in an activity

Intervention where observers are shown videotapes of themselves successfully engaging in an activity

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Video Self-Modeling (VSM)Video Self-Modeling (VSM)

VSM is a technique that allows:

Feedforward - a student to view themselves as they could be in the future (Dowrick)

VSM is a technique that allows:

Feedforward - a student to view themselves as they could be in the future (Dowrick)

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Shirley Video

Videotaped Self-Modeling (VSM)Videotaped Self-Modeling (VSM)

Positive Self-Review – student to view only positive performances of a behavior that has been targeted for intervention (Dowrick)

Positive Self-Review – student to view only positive performances of a behavior that has been targeted for intervention (Dowrick)

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Videotaped Self-Modeling (VSM)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)

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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Research on Video Modeling and VSM

Research on Video Modeling and VSM

• Problem Behaviors

• Social skills• Communication• Academic

Engagement• Impulsivity• Adaptive

Behavior/Daily

Living Skills

• Problem Behaviors

• 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.)

• Athletic Performance

• Reading Fluency and Comprehension

• Math Achievement• Articulation

Disorders• Selective Mutism• Phobias/Anxiety

(Speaking, Social, Specific, etc.)

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Self or Others as Model???Self or Others as Model???

• However some skills may be better addressed through self as model such as:– Stuttering– Reducing inappropriate behaviors– Etc.

• However some skills may be better addressed through self as model such as:– Stuttering– Reducing inappropriate behaviors– Etc.

• Some studies show that “using others as a model is equally as effective as using self as model” (Sherer et al. 2001).

Live vs. Video ModelingLive vs. Video Modeling(Charlop - Christy et al., 2000)

• Video modeling more effective than live modeling

• Video modeling led to better generalization of skills

(Charlop - Christy et al., 2000)

• Video modeling more effective than live modeling

• Video modeling led to better generalization of skills

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Why it works in autism?Why it works in autism?

• 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

• 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 24

Siskin Children’s InstituteSiskin Children’s Institute

• http://www.youtube.com/watch?v=nZv9sBtQbHE

• http://www.youtube.com/watch?v=nZv9sBtQbHE

Three Methods of generating videoThree Methods of generating video

Method 1–Have students role-play or imitate behavior that is being targeted

–Effective when targeting social or language skills

–Video, edit, & watch

Method 1–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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Samples of Children Modeling Desired Behaviors

Samples of Children Modeling Desired Behaviors

• http://www.youtube.com/watch?v=JzF5DC7tsQ4

• http://www.youtube.com/watch?v=JzF5DC7tsQ4

Method 2– Provide the student with hidden

supports that will enable the him/her to complete the task

– Video close footage of the student – excluding the provided supports

– Edit out the supports– Create the illusion that the student

completed the task without assistance

Method 2– Provide the student with hidden

supports that will enable the him/her to complete the task

– Video close footage of the student – excluding the provided supports

– Edit out the supports– Create the illusion that the student

completed the task without assistance 28

Avery and the ball Avery and the ball

Example—FeedforwardExample—Feedforward

Kayla (use PECS to talk to teachers)

Kayla (use PECS to talk to teachers)

Method 3

– Tape the student over a period of time

– Edit the footage to show only the desirable skills/behaviors that may be more rarely performed

Method 3

– Tape the student 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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Language Acquisition- BradyLanguage Acquisition- Brady

• Brady- s, z, th sounds• Brady- s, z, th sounds

Creating a Video ModelCreating a Video ModelSteps:1. Decide on behavior/skill to address

Questions 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

Steps:1. Decide on behavior/skill to address

Questions 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 ModelCreating a Video Model

2. Do a task analysis of skill/behavior -determine each skill needed in sequence - create a storyboard

3. Establish Baseline through data collection

2. Do a task analysis of skill/behavior -determine each skill needed in sequence - create a storyboard

3. Establish Baseline through data collection

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Creating a Video ModelCreating a Video Model

4. Videotape skills/behaviors

5. Edit video so that only the desirable skills/behaviors are seen (max 3 min)

4. Videotape skills/behaviors

5. Edit video so that only the desirable skills/behaviors are seen (max 3 min)

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Creating a Video ModelCreating a Video Model

6. Provide individual a set time to view video of themselves demonstrating desired skills/behaviors

6. Provide individual a set time to view video of themselves demonstrating desired skills/behaviors

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7. Take data-Take data during intervention

-Return to baseline

-Take data during maintenance

Creating a Video ModelCreating a Video Model

Tools needed to generate VSM product

Tools needed to generate VSM product

Video Camera - Digital video camera, digital camera or VHS camera

Video-editing software

Computer with a CD or DVD burner

Video Camera - Digital video camera, digital camera or VHS camera

Video-editing software

Computer with a CD or DVD burner

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Video Modeling/Video Self-Modeling Web Resources

Video Modeling/Video Self-Modeling Web Resources

http://www.siskin.org/index.php?sid=89

http://www.alaskachd.org/video/

http://www.siskin.org/index.php?sid=89

http://www.alaskachd.org/video/

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Videos on the WebVideos on the Web

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Leon’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)

National Professional Development Center on

ASD

National Professional Development Center on

ASD

• Evidence Based Practices• Brief on Video Modeling

http://autismpdc.fpg.unc.edu/

• Evidence Based Practices• Brief on Video Modeling

http://autismpdc.fpg.unc.edu/

Videos on the WebVideos on the Web

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Greetings 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

ReferencesReferences

Apple, 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 agencyBellini, 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.

Apple, 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 agencyBellini, 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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ReferencesReferences

Charlop-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.

Charlop-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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ReferencesReferences

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.

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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ReferencesReferences

Greenberg, 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.

Greenberg, 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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Questions???

Will video modeling work for your children andfamilies?

What do you need to make this happen?