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

What is video modeling? Any instances of modeling used to teach a new behavior or change an existing behavior where the model is not a live one, but one that is videotaped Implementation involves observing the model & then practicing/demonstrating the behavior in a natural setting Builds on the trend of using visually cued instruction (visual supports) for children with ASD

Uses and Variations in Video Modeling Video modeling can be used to teach positive social, language, play & academic skills for children w/ a variety of disabilities Videos may present peer, self-, or adult models of appropriate behavior Observing a videotape of correct performance can also be used as a correction procedure Video modeling can be incorporated as one element within a broad package of positive behavioral support for children with disabilities

Benefits of Video Modeling Acceptable & widely used medium by typical adults & children for leisure, educational, & business activities A socially acceptable form of support Has potential power & appeal for children with ASD who appear to be naturally attracted to video Can present a variety of different behaviors in realistic contexts the ability to focus on relevant stimuli the reinforcing nature of watching videos

Benefits of Video Modeling the ease of using different models & situations to increase the opportunity for generalization to other settings, people Useful for those with limited responsiveness to print materials and/or limited language repertoires Potential to promote stimulus control of appropriate child behavior through nonsocial stimuli, reducing the need for prompts from other people Allows for consistency of modeling across occasions Efficient, ease of implementation

Research Findings Research conducted by the National Teacher Training Institute Found that elementary through high school age students learn more when television and/or video is incorporated into their teaching effects both engagement in instruction & retention of information

Research Findings Teaching Complex Play Sequences to a Preschooler with Autism Using Video Modeling Journal of Positive Behavior Interventions, Winter, 2003, Patricia D'Ateno, Kathleen Mangiapanello and Bridget A. Taylor Focused on teaching play skills to a preschool child with autism Videotaped play sequences included both verbal & motor responses A multiple baseline across three response categories (tea party, shopping, and baking) was implemented No experimenter-implemented reinforcement or correction procedures were used during the intervention. Results showed that: 1. Video modeling intervention led to the rapid acquisition of both verbal & motor responses for all play sequences. 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 teaching sessions. 3. Additionally, the complex sequences of verbal & motor responses were acquired without the use of error correction procedures or explicit, experimenter implemented reinforcement contingencies.

Research Findings Computer Presented Video Models to Teach Generative Spelling to a Child with an Autism Spectrum Disorder— Journal of Positive Behavior Interventions, Winter, 2003 Elisabeth M. Kinney, Joseph Vedora & Robert Stromer Examined the use of computer video models & video rewards to teach generative spelling to children with autism The study involved: 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 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 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 proved capable of spelling the remaining words in each matrix. Also succeeded on generalization and maintenance tests at home and school throughout the study. Conclusion: 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 in spelling helped her acquire literacy skills commensurate with her regular school placement.

Research Findings Using Video Modeling to Teach Perspective-Taking to Children with Autism Journal of Positive Behavior Interventions, Volume 5, Number 1, Marjorie Charlop-Christy and Sabrina Daneshvar Employed video modeling with 3 boys with Autism (two six-year-olds and a nine-year-old), using five different perspective-taking tasks None of the children was able to successfully complete a perspective-taking task administered before the study began Results showed that: When the video was introduced, one of the children mastered all of the five perspective tests after only a few viewings of the video. 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. The two who passed tests after video training also were able to generalize their knowledge to other settings.

Research Findings The Effects of Video Self-Modeling on Spontaneous Requesting in Students with Autism— Journal of Positive Behavior Interventions, Volume 5, Number 1 Barbara Yingling Wert and John T. Neisworth video self monitoring (VSM) includes observation and imitation of oneself on videotape that records specific desirable child behaviors Study tested the effectiveness of VSM for training young children with autism to make spontaneous requests in school settings Four young children with autism participated Experimental control was demonstrated using a multiple baseline design across subjects. Results: Introduction of VSM led to a large increase in requesting behavior in all four children

Research Findings A Comparison of Video Modeling with In Vivo Modeling for Teaching Children with Autism Journal of Autism and Developmental Disorders, Volume 30, Number 6, December 2000, Charlop-Christy  & Freeman study designed to compare the effectiveness of video modeling with in vivo modeling for teaching developmental skills to children with autism A multiple baseline design across five children and within child across the two modeling conditions (video and in vivo) and across tasks was used 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 the in vivo condition Video modeling consisted of each child watching a videotape of models performing the target behavior, whereas in vivo modeling consisted of the children observing live models perform the target behavior After the observations, children were tested for acquisition & generalization of target behaviors Results: video modeling led to faster acquisition of tasks than in vivo modeling & was effective in promoting generalization

Research Findings A meta-analysis of video modeling and video self modeling interventions for children and adolescents with autism spectrum disorders. Exceptional Children, 73, 261-284. Bellini & Akullian (2007). Meta analysis examined the results of 23 studies of video modeling or video self-modeling All studies involved children viewing video models between 30 sec. & 13.5 minutes Skills modeled fell into 3 areas: behavioral functioning, social-communication skills, & functional skills Findings: Both video and video self-modeling were effective in increasing performance in all 3 areas Improvements were most evident in functional skills, followed by social-communication & behavioral functioning VSM produced high maintenance effects Determined that VM/VSM meet the criteria for an evidence-based practice

Video Model Examples

HC Examples

Internet Examples Shoe tying Turn Taking Using a tissue Hand washing http://www.youtube.com/watch?v=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 Guidelines Determine target skill and conduct a task analysis to determine steps of the specific task skill Script/plot out the steps Videotape each, either in succession or in steps depending in the student Simple behaviors should be about 30-40 seconds Initially, the setting viewed in the videotape should be the same setting in which the child will demonstrate the skill After, different settings can be used Be sure the videotape shows a close-up of the action you want the child to imitate Allow the child to watch the video at least once, potentially repeat

Design & Implementation Guidelines, cont. Provide an opportunity for the child to demonstrate the skill immediately after viewing the VM If the child fails to demonstrate the skill, allow the to watch the video again (3 times) Fade video model as skill is acquired Eliminate narration, other video elements Shorten video clips Lengthen time between viewing and opportunity to demonstrate skill error correction For VSM, all errors & prompts should be edited from the videos so that the video shows only errorless behavior

Implementation Examples

Data Collection Collect baseline data on skill prior to implementation of video modeling Continue data collection during implementation Typically TA data is the most useful

Provide LEAST to MOST prompting Shoe Tying Task Analysis Provide LEAST to MOST prompting V=Verbal Prompt G=Gesture Prompt M=Model Prompt I= Independent Completion of Step Staff Initials: Date: 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 Percentage of Steps Completed Independently % Total Duration of Task

Technology Requirements A video recording device: traditional video camera, flip cam, smart phone with video capability Display format: TV/DVD player, portable DVD player, computer, I-Touch/I-PAD, I-Phone Consider uploading to YouTube

Video Modeling Resources Model Me Kids: www. Modelmekids.com Time for School™ Time for a Playdate™ I Can Do It!™ Model Me Faces & Emotions™ Model Me Going Places™ Model Me Conversation Cues® Model Me Friendship™ Model Me Tips & Tricks™ Model Me Confidence & Bullying Prevention™ Model Me Organization & Motivation™

Video Modeling Resources http://www.modelmekids.com/autism-video-samples.html

Video Modeling Resources Model Me Going Places™ App “a great visual teaching tool for helping your child learn to navigate challenging locations in the community. Each location contains a photo slide show of children modeling appropriate behavior"

Video Modeling Resources DTT Trainer http://www.youtube.com/watch?v=hjzc3ZYFIAk&feature=youtube_gdata_player

Discussion Activity Discuss the types of skills, children, scenarios where you might use video self modeling vs. those where a traditional video 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 Activity Make your own video model! Determine: target skill Decide: 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 model Flip cameras and sample toys are available for filming Discuss implementation: how often, when, where will the video be shown? Develop data collection plan