Department of Public Instruction Exceptional Children Division Video Feed Forward/ Video Self Modeling Creating Visual Memory

The following presentation is based on the work of Dr. Peter Dowrick from the University of Hawaii. The project was called Video Futures Project. ures/index.html

Research Based Practice There have been numerous studies done to date which support the use of Video Modeling as an effective intervention for students with Autism.

Modeling Is A Powerful Way To Learn What better model than seeing ourselves performing at our best?

The goal of video self-modeling is to change the frequency or quality of a person's behavior.

Video’s are only 1-3 minutes in length The student views the video several times over a two week period. Document reactions and changes

Video self-modeling uses self-observation for: Mastering a New Skill Accepting a New Situation Comfortably Envisioning the Future

Types of Behaviors Social Interaction Peer Interaction Anger Management Dating Behavior Shyness Reducing Anxiety Communication Assertiveness Refusal Skills Pragmatics Job Interviews Speech Intelligibility Activities of Daily Living Mobility Dressing Swimming Eating Reading Toileting

Two Types of Video Self-Modeling Feed Forward Positive Self-Review

Feedforward Video images of adaptive behavior that has not yet been achieved. These are created by editing together components of skills already available.

Example Toilet Training for a 13 year old female –Pam seems to have all the skills she needs to be potty trained –Her routine is to go potty in a pull-up –It does not seem she understands the expectations of going potty in a toilet –She has had modeling of the expectation by family members

What skills does she already have? –When she is wet she wants the pull-up off immediately –If she needs to go potty and is not wearing a pull-up she will go and get one –When cued (visual schedule) she can walk to the bathroom –When prompted (verbal) she can pull down pants and underwear independently –When prompted (verbal) she can sit on potty –When she gets up she can pull up clothes independently –When prompted (verbal) she can wash her hands independently

Plan Your Video

Check Schedule Walk To bathroom Close door Pull down pants and underwear Sit on potty Stand up, see yellow in potty

Brainstorm 1.Do you have a student you think might benefit? 2.What feedforward skill do you want to capture? Discuss what clips you might like to capture

Positive Self-Review Simpler although not as dramatically effective Improve a new skill, or perform a behavior more consistently –A person is videotaped performing the same skill or behavior several times. By using selective editing of the best performances recorded, a self-modeling tape is produced for the person to view.

I Go To School

When I get to school I need to try and remember to get out of the Van

I get my backpack and coat. I my not always have a coat but I will always have my backpack.

I will try to remember to walk into school and hang them up.

Then I will try and remember to go straight to the bathroom.

If I remember to get my backpack and coat, walk into school, hang my coat and backpack up and walk to the bathroom, I will earn time with my friend.

Length and Schedule Maximum one to three minutes in length. View 6 to 10 times within a two week period, –either at home or at school. Video can be reviewed again after two or three months when a maintenance "booster" is desirable.

Why Does Self-Modeling Work? It is a supportive tool that can help teach specific skills. Provides a visual image of the action. Improves Self-Confidence Provides Precise Instructions

Let ’ s Plan a Routine Morning Routine Martin is a nineteen year old student who experiences autism. Often, Martin arrived late to school, his clothes were dirty and his personal grooming and hygiene were unacceptable. His teacher thought a self-modeling video which showed him moving smoothly through his morning routine at home would help improve his school tardiness and hygiene. His family was cooperative and Martin was willing to give it a try.

Brainstorm Discuss what clips you might like to capture

Follow a pre-written checklist, –turning off the alarm at 6:00 am, –shaving, –washing, –choosing clean clothing –brushing his hair, –eating breakfast, –organizing everything he would need for the day, –Looking at the clock, –Going to the bus.

Editing Let’s edit one together See handout for details

Steps 1.Decide on specific behavior 2.Write list of what students can and cannot do to complete the task 3.Plan sequence of video 4.Record 5.Edit 6.View