1. Background: Video Self Modeling (VSM) is an intervention technique that combines recorded segments of positive behavior to reinforce desired behaviors and extinguish negative behaviors through modeling alternative actions on video. Basic procedures of VSM consist of defining the target behavior(s), utilizing scripts and role-playing to capture on video the target behavior, and then splicing together the positive clips into an individualized “movie” for the client to later view. After baseline data is collected and viewing sessions are complete, data comparing the pre- and post-intervention results demonstrate strong outcomes in the adoption of the target behavior by the client. Past research has shown that VSM has been effectively used across several populations, such as children with ADHD, autism, learning disabilities, intellectual deficits and behavioral difficulties. In the ongoing research at Texas Woman’s University on VSM, the undergrad support team worked with students with autism, ADHD, and a combined preschool population utilizing VSM to address academic, behavioral, language, and functional skill deficits. Comparison data from the baseline assessments (i.e., parent/teacher interviews, observations, and standardized testing data) will be compared to the post-intervention data from the parents and teachers to potentially demonstrate the desired change in the target goal. Intervention Description Video self-modeling (VSM) is an intervention modality where an individual observes himself/herself successfully performing a specific skill or positive behavior through the use of supports like role playing, peer modeling, or direct instruction. Once the desired behavior or functional skill is evidenced on video, the supports are then edited out which results in an individualized “movie” where the student views only the successful behavior. The research supports two major forms of VSM: feed forward and positive self-review (Buggey, 2009). For this study, positive self review was the method utilized. This method consists of an individual observing themselves performing obtainable tasks for the purpose of building fluency or proficiency. Participants Participants included students who were diagnosed with ADHD or Autism Spectrum Disorder. The participants were from a local Lake ISD school. The participants also attended a general studies schedule. Objectives The main objective was to demonstrate the effectiveness of utilizing VSM interventions with school age children in order to live functional lives. Participants learned how to increase their social skills with adults as well as their peers. Additionally, participants also improved their academic skills through the use of VSM. Lastly, participants are able to successfully transfer and apply these skills in other settings. Hypothesis Participants will increase positive behaviors (social, behavioral, adaptive) and sustain academic objectives across settings through the use of VSM to aid as they function in everyday life. Student Goals Teachers and parents collaborated on goals to assist them with future school success. Intervention Procedures Phase One – Baseline Assessment Phase Pre-intervention data gathering (e.g. parent/teacher/student interviews, BASC- 2, SSIS, parent and teacher forms, and two classroom observations). Phase Two – VSM Intervention Phase Session 1 – Rapport building with students Session 2 – Students practice role playing Session 3 & 4 – Videotape desired behavior for each student Session 5 – Each participant watches their movie for ten consecutive days followed by a consistent reinforcement program Session 6 – Conclude the sequence with a discussion of the generalization of the desired behavior and reinforcement provided for watching their movie all 12 days Phase Three – Post-Intervention Assessment Phase -Post-Intervention data gathering (e.g. parent/teacher/student interviews, BASC-2, SSIS, parent/teacher forms, and two classroom observations) -Parents and teachers are provided with the results of the pre- and post- intervention data in graphed form -Parents are provided a copy of the VSM movie if desired Discussion and Future Directions We are in the process of re-evaluating our VSM techniques in order to make changes that will positively affect participants to reach their ultimate goal. We will encourage to incorporate VSM with home schooling. We will try to increase VSM participates in order to validate the positive outcome it has on different ages groups and disorders. Monkey See Monkey Do? Rachelle Foster, Undergraduate Psychology Major Luis Guerra, Undergraduate Psychology Major Olga Lomas, Undergraduate Psychology Major Wendi L. Johnson, Ph.D., Assistant Professor in School Psychology

2. AUTISM GROUP Participants Participants included four students who have a special education eligibility of Autism Spectrum Disorder (ASD) ages: 9, 8, and 6. One participant was in third grade, two in second grade and one in kindergarden. All the participants were male. Objectives The main objective was to demonstrate the effectiveness of utilizing VSM interventions with school age children in order to live functional lives. Participants learned how to increase their social skills with adults as well as their peers. Additionally, participants also improved their academic skills through the use of VSM. Lastly, participants are able to successfully transfer and apply these skills in other settings. Hypothesis Participants will increase positive behaviors (social, behavioral, adaptive) and sustain academic objectives across settings through the use of VSM to aid as they function in everyday life. Student Goals Teachers and parents collaborated on goals to assist them with future school success: Student 1Taking redirection in a positive way without outbursts or crying Student 2Follow directions with minimal prompts Student 3Have student 3 identify feelings and verbalize them as well as have student 3 explain why the feelings happened; specifically during situations of distress or stress Student 4Comply with redirection (through usage of visual and verbal prompting), in an effort to decrease student 4’s tendency to script during times of no instruction Outcome Data Discussion and Future Directions Future research should include school, home, and clinic crossover to help determine the viability VSM across settings, as well as most beneficial way to use this method in those settings. (Buggey, 2005) More research is also needed to determine why this method is so successful. (Buggey, 2005). ParticipantsOutcomes Student 1 Student accepted redirection more readily than before the intervention with little to no outbursts or crying. When upset student 1 was able to be calmed faster than before the intervention. Student 2 Student followed directions within 1-2 prompts, which is significantly less than the 3-4+ prompts that it took pre-intervention to get student 2 to follow directions. Student 3 Although Student 3 continues to generalize these skills with peers during situations Student 3 finds stressful, Student 3 has shown a 100% increase of ability to verbalize feelings to the teacher and explain why the feelings were happening in situations that Student 3 found stressful. Student 4Although Student 4 is continuing to generalize the skills learned and incorporate these skills in special classes, there was a slight improvement in scripting behavior in general education classes.

3. ADHD GROUP Participants Last semester in the ADHD/EF group we had 6 children. Two in 1 st grade (1 with ADHD-1 without ADHD) and four in 4 th grade (2 with ADHD- 2 without ADHD). Objectives The main objective was to demonstrate the effectiveness of utilizing VSM interventions with school age children in order to live functional lives. Participants learned how to increase their social skills with adults as well as their peers. Additionally, participants also improved their academic skills through the use of VSM. Lastly, participants are able to successfully transfer and apply these skills in other settings. Hypothesis Participants will increase positive behaviors (social, behavioral, adaptive) and sustain academic objectives across settings through the use of VSM to aid as they function in everyday life. Student Goals Teachers and parents collaborated on goals to assist them with future school success: Student 1Follow directions at least 60% of the time with no more than two verbal prompts Student 2Monitoring goal, to check his work and raise his hand and ask for help at least 60% of the time Student 3To begin his assignment 90% of the time within 30 seconds after the direction is given and without additional reminders from an adult Outcome Data Student 1Still needs some verbal prompts to follow directions, his teachers have indicated observable improvement in being able to following directions, as well as doing his own work. Student 2There has not been much observable improvement school and home setting; therefore, a new approach toward focusing on self- monitoring from a social perspective is being recreated. Student 3He showed no problems engaging in this behavior prior and post intervention. This child is in the control group, non-ADHD. Discussion and Future Directions Since VSM is a simple applied procedure that concentrates and results in positive behavior change, it is encouraged for more future research to be done in order to discover and analyze further behavioral usages for this technique. Further future research regarding VSM techniques being applied to children with ADHD would provide increasing information about the relationship between ADHD and executive functioning, as well as providing a therapeutic technique to improve the quality and educational life of children with such disorder. Finally, research regarding neurological brain pathways should be research in relationship with VSM’s influence in behavior, in order to analyze what particular executive functions VSM affects the most.

4. References Anderson, C., Buggey, T., Gelbar, N. W., & McCarthy, S. (2012, January). Video Self-Modeling as an Intervention Strategy For Individuals With Autism Spectrum Disorders. Psychology in the Schools, 49(1), 15-22. doi:10.1002/pits.20628 Buggey, T. (2005). Video self-modeling applications with children with autism spectrum disorder in a small private school. Focus on Autism and Other Developmental Disabilities, 20(1), 52-63. Tseng, H. (2008). Effects of self-management procedure in preschool setting. Dissertation Abstracts International Section A, 68, Vieira, T. Self-Management Intervention for Attention Deficit Hyperactivity Disorder [word document]. Retrieve from: http://www.adhdld.com/resources/social.shtml#shttp://www.adhdld.com/resources/social.shtml#s Weyandt, L., DuPaul, G. J., Verdi, G., Rossi, J. S., Swentosky, A. J., Vilardo, B. S., &... Carson, K. S. (2013). The performance of college students with and without ADHD: Neuropsychological, academic, and psychosocial functioning. Journal Of Psychopathology And Behavioral Assessment, 35(4), 421-435. doi:10.1007/s10862-013-9351-8