1. Video Modeling Produces Success for Students with Autism Janet Courson, MA ed, NBCT Beaufort County Schools Bath Elementary School

2. " We worry about what a child will become tomorrow, yet we forget that he is someone today." - Stacia Tauscher

3. Our Agenda 1.Let’s look at Autism and discover why Video Modeling naturally fits! 2.Governor’s Teacher Network: My Story – Action Research 3. Implementing Video Modeling 4. Technically Speaking, It’s Easy!

5. Facing the Facts Children are more likely to be diagnosed this year with autism than cancer, diabetes and AIDS combined. (The ABCs of Autism www.special-learning.com) )

6. According to Center for Disease Control and Prevention …. (A few years ago)…. 4 million births in US = 40,000 children will eventually be diagnosed with mild to sever ASD by age 8.

7. Center for Disease Control now has found that… 1 in 68 children is diagnosed with Autism.

8. Challenge for Educators Autism – the fastest growing developmental disability.. 10 – 17 percent annually.

9. Autism is a severe neurodevelopmental disorder characterized by qualitative impairment before the age of three in verbal and nonverbal communication, reciprocal social interaction, and a markedly restricted repertoire of activities and interests. (American Psychiatric Association, 1994)

10. Pair & Share Talk about Temple What appeal would video modeling have for students with autism?

11. Let’s ask someone with ASD! https://www.youtube.com/watch?v=cpkN0Jd XRpMhttps://www.youtube.com/watch?v=cpkN0Jd XRpM

12. Video Modeling’s Appeal to Students with ASD Preference for visual stimuli Avoids face to face attention Restrictive field of focus Strengths in processing visual information Video watching is view as a recreation Corbett and Abdullah (2005 )

13. Thinking in Pictures! How do we learn? Bandura’s Social Learning Theory (1977): Human behavior is primarily learned by observing and modeling others.

14. Video Modeling is an evidence-based practice and those who work with individuals with ASD should be encouraged to use it. (The National Professional Developmental Center on Autism Spectrum Disorders, Video Modeling : Overview 2010)

15. Our Agenda 1. Let’s look at Autism and discover why Video Modeling naturally fits! 2. Governor’s Teacher Network: My Story – Action Research 3. Implementing Video Modeling 4. Technically Speaking, It’s Easy !

16. Evidence Based Intervention Literature Review Charlop-Christy et al (2000) demonstrated that video modeling led to faster acquisition of skills and greater generalizability than in vivo modeling in children with autism.

17. Effective in less time! Video Modeling has been shown to take approximately one-third of the time as compared to in vivo procedures.

18. Main Goals of Action Research Positively impact student outcomes Identify and promote effective instructional practices Create opportunities for teachers to become reflective practitioners Share results with other educators.

19. What is Action Research? Systematic inquiry conducted by teachers and other educators to find solutions for critical, challenging, relevant issues in their classrooms and schools. Mills, Geoffrey E, Action Research: A Guide for the Teacher Researcher, 2014

20. Area of Focus Statement The purpose of this study is to describe the effect of video modeling on the learning of students with autism. The characteristics of autism create barriers to learning. This study seeks to provide the student with autism a video model which he may, through repetitive viewing, gain confidence and focus in completing tasks shown on the video. The video, provided on an iPad will show a typically developing peer completing a task; an appropriate target skill for the student with autism.

21. Types of Video Modeling 1.Basic Video Modeling 2.Video Self-Modeling 3.Point-of-view Video Modeling

22. Basic Video Modeling A teaching strategy in which the learner watches a video of an actor other than himself appropriately demonstrating a specific skill or routine.

23. Single Subject Research My Participant Micah, a 7 Year old boy with Autism Limited Verbally – AAC Device Great Sense of Humor No Intellectual Disabilities Functional Skills are Low

24. Andrew!

25. AAC Device – iPad with LAMP app

26. The Setting

27. Video Modeling Data for Micah Target Skill – Geometric Solids Vocabulary

28. GROWTH!

29. Our Agenda 1. Let’s look at Autism and discover why Video Modeling naturally fits! 2. Governor’s Teacher Network: My Story – Action Research 3. Implementing Video Modeling 4. Technically Speaking, It’s Easy!

30. Step 1: Target a Behavior or Skill to Teach Carefully Choose a Target Skill Academic Functional Social Identify a target skill that is well suited for the learner.

31. In Vivo Modeling to determine the baseline.

32. Step 2 – Choose the Equipment and Software Equipment : iPad and iPhone to record and view Software: Windows Movie Maker (PC) or iMovie (Mac) Flip Video Cameras

33. Step 3 - Planning the Video Recording Write a script or task analysis. For videos of peers, choose a model. Get parental permission. Establish rapport with model Finding the time.

34. Step 5 - Making the Video Determine type of video modeling for your learner: 1.Basic Video Modeling 2.Video Self-modeling 3.Point of View Video Modeling

35. Typically Developing Peer Modeling 3 Geometric Solids

36. Step 6 - Viewing the Video

37. Step 7– Monitoring Progress Determine the effectiveness of the intervention Collecting Data – Note how often and when learner watches.

38. Troubleshooting! Is the learner: Watching the video enough? Attending? Needing more prompting? Reinforcement in place? Is target skill too abstract or difficult ?

39. Fading the Video and Prompting Know your learner. Show less of the video

40. Target Skill : Turn Taking

41. Self Video Modeling

42. Point of View Video Modeling

43. Peer Modeling with BVM

44. Increased Focus! Decreased Time!

45. Group Up & Share Identify a problem in learning. Choose a target skill. Describe a video that may help.

46. Our Agenda 1. Let’s look at Autism and discover why Video Modeling naturally fits! 2. Governor’s Teacher Network: My Story – Action Research 3. Implementing Video Modeling 4. Technically Speaking, It’s Easy!

47. The Equipment and Editing Software: Video Recording Device ( I use an iPad or my iPhone. Windows Movie Maker (PC) or iMovie (Mac )

48. My VR Spot Upload, share, and store your videos in this vault!

49. Choice Board app use the iPad to demonstrate this app email me for a digital Handout on My VR Spot will be available

50. How will the child view the video? I use iPads in during lessons in our Stations Interactive White Board – Smart Board

51. Some help from my friends… National Professional Developmental Center on Autism Spectrum Disorders Module – VideoModeling www.autisminternetmodules.org

52. References 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. Gul,S.O., & Vuran, S (2010). An analysis of studies conducted video modeling in teaching social skills. Educational Sciences: Theory and Practice, 10(1), 249- 274. Plavnick, J.V. (2012). A practical strategy for teaching a child with autism to attend to and imitate a portable video model. Research & Practice for Persons with Severe Disabilities, 37(4), 263-270. Schmidt, C., & Bonds-Raacke,J (2013). The effects of video self-modeling on children with autism spectrum disorder. International Journal of Special Education, 28(1), 136-146.

53. References Wilson, K.P. (2013). Incorporating video modeling into a school- based intervention for students with autism spectrum disorders. Language, Speech, and Hearing Services in Schools, 44, 105-117. Recommended Book Video Modeling for Young Children with Autism Spectrum Disorders by Sarah Murray and Brenna Noland Online Module on Video Modeling www.autisminternetmodules.org

54. Thank Yo u! Janet Courson jcourson@beaufort.k12.nc.us