Video Modeling Amy Cohen, Ph.D.,BCBA Clinical Director Autism Spectrum Program HowardCenter.

Video ModelingVideo ModelingAmy Cohen, Ph.D.,BCBAAmy Cohen, Ph.D.,BCBA

Clinical DirectorClinical DirectorAutism Spectrum ProgramAutism Spectrum Program

HowardCenterHowardCenter

What is video modeling?What is video modeling?

Any instances of modeling used to teach a new Any instances of modeling used to teach a new behavior or change an existing behavior where the behavior or change an existing behavior where the model is not a live one, but one that is videotapedmodel is not a live one, but one that is videotaped

Implementation involves observing the model & Implementation involves observing the model & then practicing/demonstrating the behavior in a then practicing/demonstrating the behavior in a natural settingnatural setting

Builds on the trend of using visually cued instruction Builds on the trend of using visually cued instruction (visual supports) for children with ASD(visual supports) for children with ASD

Uses and Variations in Video Uses and Variations in Video ModelingModeling

Video modeling can be used to teach positive social, Video modeling can be used to teach positive social, language, play & academic skills for children w/ a variety language, play & academic skills for children w/ a variety of disabilitiesof disabilities

Videos may present peer, self-, or adult models of Videos may present peer, self-, or adult models of appropriate behaviorappropriate behavior

Observing a videotape of correct performance can also Observing a videotape of correct performance can also be used as a correction procedurebe used as a correction procedure

Video modeling can be incorporated as one element Video modeling can be incorporated as one element within a broad package of positive behavioral support for within a broad package of positive behavioral support for children with disabilities children with disabilities

Benefits of Video ModelingBenefits of Video Modeling

Acceptable & widely used medium by typical adults & Acceptable & widely used medium by typical adults & children for leisure, educational, & business activitieschildren for leisure, educational, & business activities

A socially acceptable form of supportA socially acceptable form of support

Has potential power & appeal for children with ASD who Has potential power & appeal for children with ASD who appear to be naturally attracted to video appear to be naturally attracted to video

Can present a variety of different behaviors in realistic Can present a variety of different behaviors in realistic contextscontexts

the ability to focus on relevant stimuli the ability to focus on relevant stimuli

the reinforcing nature of watching videosthe reinforcing nature of watching videos

Benefits of Video ModelingBenefits of Video Modeling

the ease of using different models & situations to the ease of using different models & situations to increase the opportunity for generalization to other increase the opportunity for generalization to other settings, peoplesettings, people

Useful for those with limited responsiveness to print Useful for those with limited responsiveness to print materials and/or limited language repertoiresmaterials and/or limited language repertoires

Potential to promote stimulus control of appropriate child Potential to promote stimulus control of appropriate child behavior through nonsocial stimuli, reducing the need for behavior through nonsocial stimuli, reducing the need for prompts from other peopleprompts from other people

Allows for consistency of modeling across occasionsAllows for consistency of modeling across occasions

Efficient, ease of implementationEfficient, ease of implementation

Research FindingsResearch Findings

Research conducted by the National Research conducted by the National Teacher Training InstituteTeacher Training Institute

Found that elementary through high Found that elementary through high school age students learn more when school age students learn more when television and/or video is incorporated into television and/or video is incorporated into their teachingtheir teaching effects both engagement in instruction & effects both engagement in instruction &

retention of informationretention of information

Research FindingsResearch FindingsTeaching Complex Play Sequences to a Preschooler with Autism Using Video ModelingTeaching Complex Play Sequences to a Preschooler with Autism Using Video ModelingJournal of Positive Behavior Interventions, Winter, 2003, Journal of Positive Behavior Interventions, Winter, 2003, Patricia D'Ateno, Kathleen MangiapanelloPatricia D'Ateno, Kathleen Mangiapanelloand Bridget A. Taylorand Bridget A. Taylor

Focused on teaching play skills to a preschool child with autismFocused on teaching play skills to a preschool child with autismVideotaped play sequences included both verbal & motor responses Videotaped play sequences included both verbal & motor responses A multiple baseline across three response categories (tea party, shopping, and baking) was A multiple baseline across three response categories (tea party, shopping, and baking) was implemented implemented No experimenter-implemented reinforcement or correction procedures were used during the No experimenter-implemented reinforcement or correction procedures were used during the intervention. intervention.

Results showed that: Results showed that:

1. Video modeling intervention led to the rapid acquisition of both verbal & motor responses for 1. Video modeling intervention led to the rapid acquisition of both verbal & motor responses for all play sequences.all play sequences.

2. The video modeling teaching procedure was shown to be an efficient technique for teaching 2. The video modeling teaching procedure was shown to be an efficient technique for teaching relatively long sequences of responses in the absence of chaining procedures in relatively few relatively long sequences of responses in the absence of chaining procedures in relatively few teaching sessions. teaching sessions.

3. Additionally, the complex sequences of verbal & motor responses were acquired without the 3. Additionally, the complex sequences of verbal & motor responses were acquired without the use of error correction procedures or explicit, experimenter implemented reinforcement use of error correction procedures or explicit, experimenter implemented reinforcement contingencies. contingencies.

Research FindingsResearch FindingsComputer Presented Video Models to Teach Generative Spelling to a Child with anComputer Presented Video Models to Teach Generative Spelling to a Child with anAutism Spectrum DisorderAutism Spectrum Disorder— Journal of Positive Behavior Interventions, Winter, 2003— Journal of Positive Behavior Interventions, Winter, 2003 Elisabeth ElisabethM. Kinney, Joseph Vedora & Robert Stromer M. Kinney, Joseph Vedora & Robert Stromer

Examined the use of computer video models & video rewards to teach generative spelling to Examined the use of computer video models & video rewards to teach generative spelling to children with autism children with autism

The study involved: The study involved:

Phase 1: The child viewed video models of her teacher writing target words. After she wrote Phase 1: The child viewed video models of her teacher writing target words. After she wrote correctly, she watched videos of play routines unique to each training word. Child rapidly correctly, she watched videos of play routines unique to each training word. Child rapidly learned to spell three five-word sets to pictures & dictation. learned to spell three five-word sets to pictures & dictation.

Phase 2: Child learned to spell four novel words (e.g., lore and tock) based on the elements of Phase 2: Child learned to spell four novel words (e.g., lore and tock) based on the elements of five words learned in Phase 1 (e.g., tore and lock)five words learned in Phase 1 (e.g., tore and lock)

Phases 3-4: Child learned to spell subsets of four three-by-three matrices, then immediately Phases 3-4: Child learned to spell subsets of four three-by-three matrices, then immediately proved capable of spelling the remaining words in each matrix. Also succeeded on proved capable of spelling the remaining words in each matrix. Also succeeded on generalization and maintenance tests at home and school throughout the study. generalization and maintenance tests at home and school throughout the study.

Conclusion:Conclusion: a teaching package of video models and rewards demonstrates that academic a teaching package of video models and rewards demonstrates that academic skills can be acquired through this technique. As an additional outcome the students proficiency skills can be acquired through this technique. As an additional outcome the students proficiency in spelling helped her acquire literacy skills commensurate with her regular school placement. in spelling helped her acquire literacy skills commensurate with her regular school placement.

Research FindingsResearch FindingsUsing Video Modeling to Teach Perspective-Taking to Children with AutismUsing Video Modeling to Teach Perspective-Taking to Children with AutismJournal of Positive Behavior Interventions, Volume 5, Number 1, Journal of Positive Behavior Interventions, Volume 5, Number 1, Marjorie Charlop-Christy Marjorie Charlop-Christy

and Sabrina Daneshvar and Sabrina Daneshvar

Employed video modeling with 3 boys with Autism (two six-year-olds and a nine-year-Employed video modeling with 3 boys with Autism (two six-year-olds and a nine-year-old), using five different perspective-taking tasksold), using five different perspective-taking tasks

None of the children was able to successfully complete a perspective-taking task None of the children was able to successfully complete a perspective-taking task administered before the study beganadministered before the study began

Results showed that:Results showed that: When the video was introduced, one of the children mastered all of the five When the video was introduced, one of the children mastered all of the five

perspective tests after only a few viewings of the video. perspective tests after only a few viewings of the video. The second child required more viewings, but also completed all of the tasks The second child required more viewings, but also completed all of the tasks

successfully. The third child was only able to pass three of the tests. successfully. The third child was only able to pass three of the tests. The two who passed tests after video training also were able to generalize their The two who passed tests after video training also were able to generalize their

knowledge to other settings. knowledge to other settings.

Research FindingsResearch Findings

The Effects of Video Self-Modeling on Spontaneous RequestingThe Effects of Video Self-Modeling on Spontaneous Requestingin Students with Autismin Students with Autism— Journal of Positive Behavior Interventions,— Journal of Positive Behavior Interventions,Volume 5, Number 1Volume 5, Number 1 Barbara Yingling Wert and John T. NeisworthBarbara Yingling Wert and John T. Neisworth

video self monitoring (VSM) includes observation and imitation of video self monitoring (VSM) includes observation and imitation of oneself on videotape that records specific desirable child behaviors oneself on videotape that records specific desirable child behaviors Study tested the effectiveness of VSM for training young children Study tested the effectiveness of VSM for training young children with autism to make spontaneous requests in school settings with autism to make spontaneous requests in school settings Four young children with autism participated Four young children with autism participated Experimental control was demonstrated using a multiple baseline Experimental control was demonstrated using a multiple baseline design across subjects. design across subjects. Results:Results:

Introduction of VSM led to a large increase in requesting behavior in all Introduction of VSM led to a large increase in requesting behavior in all four childrenfour children

Research FindingsResearch Findings

A Comparison of Video Modeling with In Vivo Modeling for Teaching A Comparison of Video Modeling with In Vivo Modeling for Teaching Children with Autism Children with Autism Journal of Autism and Developmental DisordersJournal of Autism and Developmental Disorders,, Volume 30, Number 6, December 2000, Charlop-Christy  & FreemanVolume 30, Number 6, December 2000, Charlop-Christy  & Freeman

study designed to compare the effectiveness of video modeling with in study designed to compare the effectiveness of video modeling with in vivo modeling for teaching developmental skills to children with autism vivo modeling for teaching developmental skills to children with autism A multiple baseline design across five children and within child across A multiple baseline design across five children and within child across the two modeling conditions (video and in vivo) and across tasks was the two modeling conditions (video and in vivo) and across tasks was used used Each child was presented two similar tasks from his or her curriculum; Each child was presented two similar tasks from his or her curriculum; one task was used for the video condition, while the other was used for one task was used for the video condition, while the other was used for the in vivo conditionthe in vivo conditionVideo modeling consisted of each child watching a videotape of models Video modeling consisted of each child watching a videotape of models performing the target behavior, whereas in vivo modeling consisted of performing the target behavior, whereas in vivo modeling consisted of the children observing live models perform the target behavior the children observing live models perform the target behavior After the observations, children were tested for acquisition & After the observations, children were tested for acquisition & generalization of target behaviors generalization of target behaviors Results:Results: video modeling led to faster acquisition of tasks than in vivo video modeling led to faster acquisition of tasks than in vivo modeling & was effective in promoting generalizationmodeling & was effective in promoting generalization

Research FindingsResearch FindingsA meta-analysis of video modeling and video self modelingA meta-analysis of video modeling and video self modeling

interventions for children and adolescents with autism spectrum disorders.interventions for children and adolescents with autism spectrum disorders. Exceptional Children, 73,, 73, 261-284. Bellini & Akullian (2007).

Meta analysis examined the results of 23 studies of video modeling or video self-Meta analysis examined the results of 23 studies of video modeling or video self-modelingmodeling

All studies involved children viewing video models between 30 sec. & 13.5 minutesAll studies involved children viewing video models between 30 sec. & 13.5 minutes

Skills modeled fell into 3 areas: behavioral functioning, social-communication Skills modeled fell into 3 areas: behavioral functioning, social-communication skills, & functional skillsskills, & functional skills

Findings:Findings: Both video and video self-modeling were effective in increasing performance in all 3 Both video and video self-modeling were effective in increasing performance in all 3

areasareas Improvements were most evident in functional skills, followed by social-communication Improvements were most evident in functional skills, followed by social-communication

& behavioral functioning& behavioral functioning VSM produced high maintenance effectsVSM produced high maintenance effects Determined that VM/VSM meet the criteria for an evidence-based practiceDetermined that VM/VSM meet the criteria for an evidence-based practice

Video Model ExamplesVideo Model Examples

HC ExamplesHC Examples

Internet ExamplesInternet ExamplesShoe tyingShoe tying

http://www.youtube.com/watch?http://www.youtube.com/watch?v=lc4H6goKFB0&feature=youtube_gdata_playerv=lc4H6goKFB0&feature=youtube_gdata_player

Turn Taking http://www.youtube.com/watch?

v=Qjg3a3TqhKg&feature=youtube_gdata_player

Using a tissue http://www.youtube.com/watch?

v=krgzJmrE2ZQ&feature=youtube_gdata_player

Hand washing http://www.youtube.com/watch?

v=c4p4oRU21Eg&feature=youtube_gdata_player

Greeting game http://www.youtube.com/watch?

v=cER_yy_CWGM&feature=youtube_gdata_player

Design & Implementation Design & Implementation GuidelinesGuidelines

Determine target skill and conduct a task analysis to Determine target skill and conduct a task analysis to determine steps of the specific task skilldetermine steps of the specific task skillScript/plot out the stepsScript/plot out the stepsVideotape each, either in succession or in steps Videotape each, either in succession or in steps depending in the studentdepending in the studentSimple behaviors should be about 30-40 secondsSimple behaviors should be about 30-40 secondsInitially, the setting viewed in the videotape should be the Initially, the setting viewed in the videotape should be the same setting in which the child will demonstrate the skillsame setting in which the child will demonstrate the skillAfter, different settings can be usedAfter, different settings can be usedBe sure the videotape shows a close-up of the action Be sure the videotape shows a close-up of the action you want the child to imitateyou want the child to imitateAllow the child to watch the video at least once, Allow the child to watch the video at least once, potentially repeatpotentially repeat

Design & Implementation Design & Implementation Guidelines, cont.Guidelines, cont.

Provide an opportunity for the child to demonstrate the Provide an opportunity for the child to demonstrate the skill immediately after viewing the VMskill immediately after viewing the VMIf the child fails to demonstrate the skill, allow the to If the child fails to demonstrate the skill, allow the to watch the video again (3 times)watch the video again (3 times)Fade video model as skill is acquiredFade video model as skill is acquired

Eliminate narration, other video elementsEliminate narration, other video elements Shorten video clipsShorten video clips Lengthen time between viewing and opportunity to demonstrate Lengthen time between viewing and opportunity to demonstrate

skillskill error correctionerror correction

For VSM, all errors & prompts should be edited from the videos so that the video shows only errorless behavior

Implementation ExamplesImplementation Examples

Data CollectionData Collection

Collect baseline data on skill prior to Collect baseline data on skill prior to implementation of video modelingimplementation of video modeling

Continue data collection during Continue data collection during implementationimplementation

Typically TA data is the most usefulTypically TA data is the most useful

Shoe TyingTask Analysis

Provide LEAST to MOST prompting

V=Verbal Prompt G=Gesture Prompt

M=Model PromptI= Independent

Completion of Step

Staff Initials:

Date:

1. Cross & pull through

2. Make the loop

3. Put lace over loop

4. Poke

5. Pinch

6. Pull through

Number of Steps Completed Independently

/6 /6 /6 /6 /6 /6 /6 /6 /6 /6

Percentage of Steps Completed Independently

% % % % % % % % % %

Total Duration of Task

Technology RequirementsTechnology Requirements

A video recording device: traditional video A video recording device: traditional video camera, flip cam, smart phone with video camera, flip cam, smart phone with video capabilitycapability

Display format: TV/DVD player, portable Display format: TV/DVD player, portable DVD player, computer, I-Touch/I-PAD, I-DVD player, computer, I-Touch/I-PAD, I-PhonePhone

Consider uploading to YouTubeConsider uploading to YouTube

Video Modeling ResourcesVideo Modeling ResourcesModel Me Kids: www. Modelmekids.comModel Me Kids: www. Modelmekids.comTime for School™Time for School™

Time for a Playdate™Time for a Playdate™

I Can Do It!™I Can Do It!™

Model Me Faces & Emotions™Model Me Faces & Emotions™

Model Me Going Places™Model Me Going Places™

Model Me Model Me Conversation Cues® Conversation Cues®

Model MeModel MeFriendship™ Friendship™

Model Me Model Me Tips & Tricks™Tips & Tricks™

Model Me Model Me Confidence & Bullying Prevention™Confidence & Bullying Prevention™ Model Me Model Me Organization & Motivation™Organization & Motivation™

Video Modeling ResourcesVideo Modeling Resources

http://www.modelmekids.com/autism-http://www.modelmekids.com/autism-video-samples.htmlvideo-samples.html

Video Modeling ResourcesVideo Modeling Resources

Model Me Going Places™ AppModel Me Going Places™ App

““a great visual teaching tool for helping a great visual teaching tool for helping your child learn to navigate challenging your child learn to navigate challenging locations in the community. Each location locations in the community. Each location contains a photo slide show of children contains a photo slide show of children modeling appropriate behavior"modeling appropriate behavior"

Video Modeling ResourcesVideo Modeling Resources

DTT TrainerDTT Trainer

http://www.youtube.com/watch?http://www.youtube.com/watch?v=hjzc3ZYFIAk&feature=youtube_gdata_pv=hjzc3ZYFIAk&feature=youtube_gdata_playerlayer

Discussion ActivityDiscussion Activity

Discuss the types of skills, children, Discuss the types of skills, children, scenarios where you might use video self scenarios where you might use video self modeling vs. those where a traditional modeling vs. those where a traditional video model might be more appropriatevideo model might be more appropriate

Value

• Capitalizes on rote memory strengths & echolalic behavior, making repeating language more likely

• Watching videos is a motivator• Videos have minimal visual & auditory distractions• Critical information is always present• Can zoom in on critical elements• Can be used across the lifespan

(Charlop-Christy & Daneshvar, 2003; Charlop-Christy et al., 2000)

~~

Team ActivityTeam Activity

Make your own video model!Make your own video model!Determine: target skillDetermine: target skillDecide:

Do you want to show the target behavior from the learner’s point of view or from a third person?

Who will be the model? Script the video modelFlip cameras and sample toys are available for filmingDiscuss implementation: how often, when, where will the video be shown? Develop data collection plan