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

2. 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

3. 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

4. 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

5. 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

6. 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

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

8. 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.

9. 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.

10. 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

11. 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

12. Research Findings
A meta-analysis of video modeling and video self modeling
interventions for children and adolescents with autism spectrum disorders. Exceptional Children, 73, 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

13. Video Model Examples

14. HC Examples

15. Internet Examples Shoe tying Turn Taking Using a tissue Hand washing
Turn Taking
Using a tissue
Hand washing
Greeting game

16. 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 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

17. 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

18. Implementation Examples

19. 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

20. 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

21. 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

22. 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™

23. Video Modeling Resources

24. 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"

25. Video Modeling Resources
DTT Trainer

26. 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

27. 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)

28. 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