4/26/16

1

Making Video Self-Models to Meet Social, Academic And Behavioural Goals in an Inclusive Setting

DANIELLE COONANASSISTANT PRINCIPAL INCLUSIVE EDUCATION VICTORIA AVENUE PUBLIC SCHOOLCONCORD NSW

Danielle.coonan3@det.nsw.edu.au @DanielleCoonan (Twitter)@mscoonan (pinterest) P UBL IC S CHOOLS NS W – SOUTH WES TE RN S YDNEY RE GION WWW.S CHOOL S .NS W.EDU.AU

Acknowledgementof Country

I would like to Acknowledge the Yuinpeople the traditional custodians of this land. I would also like to pay respect to the elders both past and

present. I would like to extend that respect to Aboriginal people present today.

ONE STUDENT’S VOICE

‘People with AS (Asperger Syndrome) are like salt-water fish who are forced to live in fresh water. We’re fine if you just put us into the right environment. When the person with AS and the environment match, the problems go away and we even thrive. When they don’t match, we seem disabled’

(Baren-Cohen, 2003, p. 180 ci ted in Humphrey , 2008, p42)

1. 🍭🐴2. 📷😎

WORKSHOP OBJECTIVES

• To provide a brief overview of the research on video self-modelling.

• To provide examples of videos used successfully.

• To provide practical advice on how to implement video self-modelling in a classroom setting.

• To provide an opportunity to create a short video model (workshop session).

Kevin Honeycutt 2014

4/26/16

2

A PEER VIDEO MODEL FOR EDUCATORS ON POSITIVE BEHAVIOUR SUPPORT.

Language Warning (Sorry)

A POSITIVE BEHAVIOUR SUPPORT PLAN

• Make the problem behaviour irrelevant by creating an environment in which it is not necessary to use the problem behaviour

• Make the behaviour ineffective by removing the consequences that were maintaining the behaviour

• Making the behaviour inefficient by ensuring that a replacement behaviour works better and more easily than the old behaviour. (Janney & Snell, 2008. p. 99)

JONAH IN YEAR 8 ENGLISH

4/26/16

3

JONAH ATTENDS GUMNUT COTTAGE

Definitions

Inundates the child with visual representations of personal success. (Dowrick, 1999, p. 23)

VIDEO SELF-MODELLING (VSM)

A strength-based intervention where the teacher edits video carefully so that students repeatedly watch positive examples of themselves displaying a desired behaviour. (Bellini & McConnell, 2010).

VIDEO SELF-MODELLING

OTHER TYPES OF VIDEO MODELLING

• Video Modelling Other (Mason et al 2012)

• Video Modelling Peer (Shubha 2012)

• Video Feedback (Esveldt, Dawson, & Forness, 1974; Kern-Dunlap et al., 1992)

• Point of View Video Modelling (Shukla-Mehta, Miller, & Callahan, 2010)

• Audio Scripting (Stevenson et al., 2000; Wichnick et al, 2010)

VIDEO MODELS

• Teach new behaviours• Increase the frequency of current

behaviours• Assist students to adjust to challenging

environments

(Dowrick, 1999, p. 24)

4/26/16

4

VSM IN 4 EASY STEPS

• The teacher prompts/catches a student to exhibit a desired behaviour.

• The teacher videos the student.• The teacher edits the video to

remove the prompt and non target behaviours.

• The students watch the video repeatedly.

IT WORKS BECAUSE• Evidence-based practice (Bellini 2010)• It is explicit

• It promotes student and teacher efficacy

• Frames praise and feedback.• It is a form of visually cued instruction

• It reduces the social demands of instruction

A Quick Example

Lining UpIn K-2C

) Problem Behaviours (Whole Class)

4/26/16

5

REPLACEMENT BEHAVIOURS(WHOLE CLASS)

• Lining up independently with minimal prompting

• Waiting in line for teacher instructions

• Keeping hands and feet to themselves

• Going straight to their chairs

• Putting toys or books under their chairs

• Asking for a fiddle toy

• Sitting nicely in their chairs

VSM CHECKLIST

þ The child can see themselves in the videoþ All the behaviours in the video must be positiveþ The replacement behaviours taught must be

slightly above the students current functioning level

þ The teacher prompts for the desired behavioursin a natural context

þ The video must be short under 3 minutesþ Embed explicit instructions/rules in the video

Dowrick and Raeburn (1977), Bellini, S., & McConnell, L. (2010)

A REVIEW OF SELF MODELINGAND RELATED INTERVENTIONSPETER W. DOWRICK 1999

• 150 different studies over 25 years (1970s-1990s)• Creer & Miklich, 1970 was the first article in the literature to

use the term "self modeling”.• Elite athletes (volleyball, weight lifting, gymnastics,

swimming)

• Students with disruptive on off task behaviour• Life and work skills for people with disabilities• People with Selective Mutism

• Anxiety and Depression

SEVEN CATEGORIES OF SELF-MODELIN G APPLICATION S (DOWRICK, 1999, P. 26)

1. Increasing adaptive behavior currently intermixed with non-desired behaviors

2. Transfer of setting-specific behavior to other environments

3. Use of hidden support for disorders that may be anxiety based

4. Improved image for mood-based disorders

5. Recombining component skills

6. Transferring role-play to the real world

7. (Re)Engagement of disused or low-frequency skills

4/26/16

6

BELLINI, S., & AKULLIAN, J. (2007).A META-ANALYSIS OF VM & VSM INTERVENTION S FOR CHILDREN WITH ASD• 23 peer-reviewed studies, 14 interventions conducted in school

settings.

• VM & VSM are effective for :

• social sk ills, language functioning, behavioral functioning, and functional sk ills

• Both children and adolescents with ASD ir respective of language or cognitive functioning.

• VM/VSM meet the cr iter ia for designation as an evidence-bas e dpractice

• Skills acquired were maintained over time and transferred across persons and settings.

LIMITATIONS (BELLINI 2010)• However, the meta-analysis did not address the most glar ing

weakness and limitation of VSM interventions

• Feasibility, and ease of implementation.

• Researchers—n ot teachers or other educators—impl em ent ed the major ity of interventions included in the meta-analysis.

GIVING COMPLIMEN TS

Research indicates that Video Self-Modelling (VSM) is a highly effective intervention for students with Autism Spectrum Disorders (ASD), but few teachers use it (Bellini & McConnell, 2010, p. 220).

Examining a whole class approach for using VSM to teach compliment giving skills to students with ASD, this study found it to be both effective and feasible.

A single-subject research methodology with a multiple baseline across participants design (ABCA) was used.

ABSTRACT

1. Will video self-modelling, used as a whole class intervention, increase compliment giving behaviours for students with ASD?

2. Will the introduction of a self-monitoring sheet change the frequency of compliment giving behaviours?

3. Will “verbal put-downs” decrease when compliment giving behaviours are taught?

4. Is this a feasible intervention for a class teacher to implement?

RESEARCH QUESTIONS

4/26/16

7

Participants:

•6 students from a NSW DEC support class for students with ASD.

•Student 1, Yr . 4; Student 2, Yr . 2; Students 3-5, Year 1; Student 6, Kinder.

•5 Boys and 1 Gir l (Year 1).

Data Collection:

•The frequency of verbal compliment giving behaviours and verbal put-downs were recorded for 20 minutes a day, for 20 days.

•Baseline data was collected over days 1-5.

•Return to baseline data was collected over days 16-20.

• The teacher researcher and teaching assistant (SLSO) collected the data.

METHODOLOGY

•St udent s w ere film e d an d prom pt ed f or c om plim ent s dur in g wh ole cl assinstruction and independe nt deskwork.

•Dur in g e diti n g ver bal pr om pts w ere re mov e d an dt he co mpl ime nts w ereedited together to form the whole class instructional video.

•Th e 3 m inut e vi de o c om pris ed of 20 differ ent c om plim ent s, with an e qu aldistr ibution of all participants.

•Fil min g on a C an on P o wers hot SX2 10 t o ok 1 Hour , e diti ng i n I-M ovie t o ok2 hours.

VIDEO PRODUCTION

• The w hol e cl ass w atc he d t he vi de o on a M acB ook Pro Lapto p, ev erymorning during morning circle for 3 minutes (Days 6-15).

• On day 11 t he stu dents w ere gi ve n a s elf-m onit or in g sh eet to re cor dtheir own compliments.

• On day s 1 6-20 t he stu de nts c e as ed w atc hin g th e cl as s vi de o, t he s elf-monitor ing sheets were taken away and baseline data was collected.

INTERVENTION

Findings

0

2.5

5.0

7.5

10.0

Day 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20

Frequency of Compliments During Morning Circle for Older Students

Student 1Student 2Student 3

0

2.5

5.0

Day 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20

Student 4Student 5Student 6

Frequency of Compliments During Morning Circle for Younger Students

BASELINE

BASELINE BASELINE

BASELINEINTERVENTION

VSM

INTERVENTION VSM

INTERVENTION VSM + SM

INTERVENTION VSM + SM

FIGURE 1

COMPLIMENTS BY OLDER STUDENTS0

2.5

5.0

7.5

10.0

Day 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20

Frequency of Compliments During Morning Circle for Older Students

Student 1Student 2Student 3

0

2.5

5.0

Day 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20

Student 4Student 5Student 6

Frequency of Compliments During Morning Circle for Younger Students

BASELINE

BASELINE BASELINE

BASELINEINTERVENTION

VSM

INTERVENTION VSM

INTERVENTION VSM + SM

INTERVENTION VSM + SM

FIGURE 1

COMPLIMENTS BY YOUNGER STUDENTS

4/26/16

8

0

5

10

15

20

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20

Comparison of Whole Class Compliment Giving Behaviours and Verbal Put Down Behavours During Morning Circle

Compliment Giving BehavioursVerbal Put-Down Behaviours

BASELINE INTERVENTION VSM INTERVENTION VSM + SM BASELINE

FIGURE 2

Days

This project aims to investigate whether simple self-video models with minimal editing can have a high effect on student communicative goals.

CONSULTANCY PROJECT

P UBL IC S CHOOLS NS W – SOUTH WES TE RN S YDNEY RE GION WWW.S CHOOL S .NS W.EDU.AU

Rosemeadow Public SchoolAmy LoughreyRita BarrKelly RyderErin Sinnott

Curran Public SchoolMay DarePaula BrienKelly Milroy

TEACHERS INVOLVED

PROJECT OUTLINE

1. Teachers requested support in Video Modelling

2. Team meeting to discuss plan of attack, target students and communication goals.

3. Individual meetings with teacher to write GAS goals, storyboard, film and edit videos.

4. Week 1- teachers collected baseline data.

5. Weeks 2-4 - screening videos with students, collecting data.

6. Week 5 - sharing session.

4/26/16

9

BELLINI’S 5 STEP MODEL AND THE VAPS SOCIAL SKILLS PROGRAM

• Assess Social Functioning• Distinguish between Skill Acquisition and

Performance Deficits• Select Intervention strategies• Strategies that promote skill acquisition• Strategies that Enhance performance

• Implement Intervention• Evaluate and Monitor Progress

ISSUES/BEHA VIOUR TO MODIFY

• Student hitting in the classroom and playground.

• Not playing by the rules of games. • Having a meltdown after losing a game.

FUNCTION OF BEHAVIOUR

Hitting (to escape peers)• To get other children to leave him alone.• To stop other children from touching his things.Game Playing (repetitive/ritualistic behaviours & fear of failure)• Incorrect playing of games had become a ritual.• Had an expectation that he would win every time

and was unable to cope when that expectation was not met.

GOALS

• For student to cooperatively play with one partner in a structured situation.• Equip student with practical replacement

behaviour to use instead of hitting.• Student able to independently initiate play with

another student and successfully play connect four.

• Student to remain calm after losing.• Use the videos as a teaching tool to educate

mainstream classes on interacting with students with ASD.

4/26/16

10

EXAMPLES OF SKILLS TO BE TAUGHT

• Allow other students to join activity

• Invites peers to join activity

• Turn take during games

• Speaks with an appropriate volume in conversations

• Considers multiple points of view

• Interpret the intention of others

• Ends games properly

• Asks peers to move out of the way

VIDEOSKeeping Our Hands Down

https://www.y out ube .c om /w at ch?v =o sW_ He pAD KA

• How to Play Connect Four

https://www.y out ube .c om /w at ch?v =EWT_ pF-73vI

• How to be a Good Sport

https://www.y out ube .c om /w at ch?v =J6tdZz x63fM

CHANGES TO BEHAVIOUR

• Significant decrease in instances of hitting in classroom/playground.

• Greater/more successful interaction between mainstream and students with ASD.

• Less prompting to initiate interactive play• Successful connect four games.• Ability to lose graciously.

KYLE GETS HAPPY IN THE DARK DEN

KYLE WRITING HIS NAME

4/26/16

11

LINING UP AT THE END OF LUNCH

Making Video Self-Models to Meet Social, Academic And Behavioural Goals in an Inclusive Setting

DANIELLE COONANASSISTANT PRINCIPAL INCLUSIVE EDUCATION VICTORIA AVENUE PUBLIC SCHOOLCONCORD NSW

Danielle.coonan3@det.nsw.edu.au @DanielleCoonan (Twitter)@mscoonan (pinterest)

EQUIPMENT

iMovie for iPad VSM CHECKLIST

þ The child can see themselves in the videoþ All the behaviours in the video must be positiveþ The replacement behaviours taught must be

slightly above the students current functioning level

þ The teacher prompts for the desired behavioursin a natural context

þ The video must be short under 3 minutesþ Embed explicit instructions/rules in the video

Dowrick and Raeburn (1977), Bellini, S., & McConnell, L. (2010)

4/26/16

12

Our Turn- The Messy Bit

1. Film (prompt)2. Split3. Delete footage4. Delete sound5. Voice Over

http://youtu.be/_CMutBvHA8g

THINK PURPOSE AND AUDIENCE…• TASK• In groups of 3-4 Make and edit a video self model for a

member of your team.• It must be only slightly above their current functioning level• Can you teach them..

• how to confidently deliver a pick up line or an excuse for a late assignment?

• to speak a new language?• to do a magic trick• to draw a picture• to do a yoga pose or meditate• To do a task analysis…

Rules…

•Completed videos no longer than 2 minutes

•All images must be positive (and clean)

•You have a total of 15 minutes to story board, shoot and edit.

•Prizes for first finished and most interesting.

Pictello

Story Creator APP RULES FOR SUCCESS

• Only use positive examples of behaviour on f ilm.

• Video models should be a maximum duration of 2-3 minutes.

• Embed explicit instructions and key vocabulary within the video.

• Prompt children for the desired behaviours in a naturalistic setting.

• Carry your camera with you at all times to ‘catch’ k ids exhibiting desirable behaviour

• Test video and editing equipment in the environment before f ilming (check lighting, sound quality and background appearanc e of shots).

• Include the students in the editing and voiceovers where possible.

• Provide self-monitor ing/te ac her monitor ing sheets to record successful behaviours.

• Send a copy home for the family.

4/26/16

13

REFERENCES/FURTHER READINGAmerican Psychiatric Association. (2010). 299.00 Autis tic Disorder. Retrieved November 11, 2010,

from American Psychiatric Association DSM-5 Development: http://www.dsm5.org/ProposedRevis ions/Pages/proposedrevision.aspx?rid=94#

Apple, A., Billings ley, F., & Schwartz, I. (2005). Effects of video modeling alone and with self-managment on compliment-giving behaviours of Children with High-Functioning

Autism. Journal of Pos itive Behaviour Interventions , 7 (1), 33-47.

Bellini, S., & Akullian, J. (2007). A meta-analys is of video modeling and video self-modeling, Interventions for children with Autism Spectrum Disorders . Council for Exceptional Children , 73 (3), 264-287.

Bellini, S., & McConnell, L. (2010). Strength-based educational programming for s tudents with Autism Spectrum Disorders : A case for video self-modeling. Preventing School Failure , 54 (4), 220-229.

Buggey, T. (2007). A picture is worth: Video self-modeling applications at school and home. Journal of Pos itive Behaviour Interventions , 9 (3), 151-158.

Buggey, T. (2005). Video self-modeling applications with s tudents with Autism Spectrum Disorders in a small private school setting. Focus on Autism and Other Developmental Disabilities , 20 (1), 52-63.

Buggey, T., Toombs, K., & Gardener, P.C. (1999). Training responding behaviours in s tudents with Autism: Us ing videotaped self-modeling. Journal of Pos itive Behaviour Interventions , 1(4), 205-216.

Dowrick, P. (1999). A review of self-modeling and related interventions. Applied & Preventive Psychology, 8, 23-39.

Danielle.coonan3@det.nsw.edu.au @DanielleCoonan (Twitter)@mscoonan (pinterest)