teresa cogar m.ed. coordinator, region 5 t/tac
DESCRIPTION
“I See You, You See Me” Video Modeling and Video Self-Modeling as an Intervention Strategy for Young Children. Teresa Cogar M.Ed. Coordinator, Region 5 T/TAC. Modeling/Learning Behaviors. Human behavior is primarily learned by observing and modeling others. - PowerPoint PPT PresentationTRANSCRIPT
![Page 1: Teresa Cogar M.Ed. Coordinator, Region 5 T/TAC](https://reader030.vdocuments.site/reader030/viewer/2022032607/56813067550346895d96430a/html5/thumbnails/1.jpg)
“I See You, You See Me”Video Modeling and Video Self-Modeling as an
Intervention Strategy for Young Children
Teresa Cogar M.Ed.Coordinator, Region 5 T/TAC
![Page 2: Teresa Cogar M.Ed. Coordinator, Region 5 T/TAC](https://reader030.vdocuments.site/reader030/viewer/2022032607/56813067550346895d96430a/html5/thumbnails/2.jpg)
Modeling/Learning Behaviors
• Human behavior is primarily learned by observing and modeling others.
• Observational learning is a cognitive and behavioral change that occurs as a result of observing others engaged in similar actions (Bandura, 1986)
![Page 3: Teresa Cogar M.Ed. Coordinator, Region 5 T/TAC](https://reader030.vdocuments.site/reader030/viewer/2022032607/56813067550346895d96430a/html5/thumbnails/3.jpg)
Instructional Practice
• Having students imitate modeled behaviors has long been a mainstay of instructional practice (Buggey,2007)
![Page 4: Teresa Cogar M.Ed. Coordinator, Region 5 T/TAC](https://reader030.vdocuments.site/reader030/viewer/2022032607/56813067550346895d96430a/html5/thumbnails/4.jpg)
What is Video Modeling?
• A procedure in which a learner is shown a videotape of a model performing a target behavior or completing a desired task (Sigafoos, O’Reilly & de la Cruz, 2007)
![Page 5: Teresa Cogar M.Ed. Coordinator, Region 5 T/TAC](https://reader030.vdocuments.site/reader030/viewer/2022032607/56813067550346895d96430a/html5/thumbnails/5.jpg)
Video Modeling Formats• Peer - Using a child or adult “actor” to demonstrate the
target skill or act out an exchange. These people can be familiar or unfamiliar.
• Point-of-View - Activities are carried out from the viewer’s perspective by holding camera at eye level.
Hine & Wolery, 2006
![Page 6: Teresa Cogar M.Ed. Coordinator, Region 5 T/TAC](https://reader030.vdocuments.site/reader030/viewer/2022032607/56813067550346895d96430a/html5/thumbnails/6.jpg)
Peer/Adult Review Video
![Page 7: Teresa Cogar M.Ed. Coordinator, Region 5 T/TAC](https://reader030.vdocuments.site/reader030/viewer/2022032607/56813067550346895d96430a/html5/thumbnails/7.jpg)
Peers as Models• Most effective models include individuals:
– close to the observers age
– who have similar characteristics (gender, personality, race and mood
– are functioning only slightly above the observer
![Page 8: Teresa Cogar M.Ed. Coordinator, Region 5 T/TAC](https://reader030.vdocuments.site/reader030/viewer/2022032607/56813067550346895d96430a/html5/thumbnails/8.jpg)
Point of View Modeling
• Filming video from the perspective of what the student would see, hear, and say in the targeted situations.
![Page 9: Teresa Cogar M.Ed. Coordinator, Region 5 T/TAC](https://reader030.vdocuments.site/reader030/viewer/2022032607/56813067550346895d96430a/html5/thumbnails/9.jpg)
Avery Video
![Page 10: Teresa Cogar M.Ed. Coordinator, Region 5 T/TAC](https://reader030.vdocuments.site/reader030/viewer/2022032607/56813067550346895d96430a/html5/thumbnails/10.jpg)
Benefits of Video as an Instructional Medium
• Moving visual image that can be readily produced
• Ability to gain attention
• Interactively controlled
• Creates a personal involvement• Focuses attention on important elements of modeled
behavior and ensures that these elements are relevant and within the capacity of the individual
![Page 11: Teresa Cogar M.Ed. Coordinator, Region 5 T/TAC](https://reader030.vdocuments.site/reader030/viewer/2022032607/56813067550346895d96430a/html5/thumbnails/11.jpg)
Self-Efficacy
• “A person has a greater chance of learning a behavior and gaining a perception of self-competence, when he/she perceives a greater chance of success or self-efficacy.” (Bandura, 1982)
![Page 12: Teresa Cogar M.Ed. Coordinator, Region 5 T/TAC](https://reader030.vdocuments.site/reader030/viewer/2022032607/56813067550346895d96430a/html5/thumbnails/12.jpg)
Video Modeling Research
• Researchers have found that video modeling allows children to take what they have learned in video modeling sessions and generalize that information into all aspects of their daily life.
![Page 13: Teresa Cogar M.Ed. Coordinator, Region 5 T/TAC](https://reader030.vdocuments.site/reader030/viewer/2022032607/56813067550346895d96430a/html5/thumbnails/13.jpg)
- Video modeling is considered evidence based practice. Bellini and Akullian (2007)
- It has been successful for improving play behavior, conversation skills, self help skills and (less studied) ‐ behavioral skills.
- It is more effective than in vivo modeling.
Research Says……..
![Page 14: Teresa Cogar M.Ed. Coordinator, Region 5 T/TAC](https://reader030.vdocuments.site/reader030/viewer/2022032607/56813067550346895d96430a/html5/thumbnails/14.jpg)
Who is a good candidate for this strategy?
• Visual learners (ASD, auditory processing issues, language delay)
• • Has demonstrated imitation skills: motor movements during action sequences on TV, words, songs, etc.
• • Loves to watch videos
![Page 15: Teresa Cogar M.Ed. Coordinator, Region 5 T/TAC](https://reader030.vdocuments.site/reader030/viewer/2022032607/56813067550346895d96430a/html5/thumbnails/15.jpg)
Candidates…
• Thos who prefer visual stimuli (Kinney et al., 2003)
• Children that need a way to learn through social models without initial face-to face interactions (I.E. Students with ASD)
• Children who benefit from visually cued instruction
• Individuals that exhibit strengths in processing visual rather than verbal information
From “Video Modeling: Why does it work for children with autism?” by Corbett &
Abdullah, 2005
![Page 16: Teresa Cogar M.Ed. Coordinator, Region 5 T/TAC](https://reader030.vdocuments.site/reader030/viewer/2022032607/56813067550346895d96430a/html5/thumbnails/16.jpg)
Two Prerequisites to Video Modeling
• Self-recognition
• Attention to video
Tom Buggey, Ph DPresentation to the Kansas Instructional Support Network
April, 8, 2010
![Page 17: Teresa Cogar M.Ed. Coordinator, Region 5 T/TAC](https://reader030.vdocuments.site/reader030/viewer/2022032607/56813067550346895d96430a/html5/thumbnails/17.jpg)
Observational Learning Process
Four pivotal factors that need to occur:1. Attention2. Retention3. Reproduction4. Motivation
From “Video Modeling: Why does it work for children with autism?” by Corbett & Abdullah, 2005
![Page 18: Teresa Cogar M.Ed. Coordinator, Region 5 T/TAC](https://reader030.vdocuments.site/reader030/viewer/2022032607/56813067550346895d96430a/html5/thumbnails/18.jpg)
Why is it effective?
• Gives a restricted field of focus
• Provides visual stimuli
• Provides visually cued instruction
• Provides ability to process visual information more readily than verbal information
• Immediate feedback and reinforcement
• Accentuates positive behavior
• Improves motivation if a person sees themselves and their surroundings on video.
• Combines two proven methods of intervention, visual cues and modeling, into one approach.
![Page 19: Teresa Cogar M.Ed. Coordinator, Region 5 T/TAC](https://reader030.vdocuments.site/reader030/viewer/2022032607/56813067550346895d96430a/html5/thumbnails/19.jpg)
Creating a Video Model
• Steps:1.) Decide on target behavior/skill to address
Questions to consider?
- Is this a behavior/skill that can be addressed through a less consuming method?
- Is this behavior/skill impeding the child’s learning or ability to access the environment?
- Is this behavior/skill an important one to change/improve?
![Page 20: Teresa Cogar M.Ed. Coordinator, Region 5 T/TAC](https://reader030.vdocuments.site/reader030/viewer/2022032607/56813067550346895d96430a/html5/thumbnails/20.jpg)
Creating a Video Model
Do a task analysis of skill/behavior- Determine each skill needed in the
sequence
Identify replacement behavior- What do you want the to do instead?
![Page 21: Teresa Cogar M.Ed. Coordinator, Region 5 T/TAC](https://reader030.vdocuments.site/reader030/viewer/2022032607/56813067550346895d96430a/html5/thumbnails/21.jpg)
Creating a Video Model
Establish baseline through data collection
Videotape skills/behaviors
![Page 22: Teresa Cogar M.Ed. Coordinator, Region 5 T/TAC](https://reader030.vdocuments.site/reader030/viewer/2022032607/56813067550346895d96430a/html5/thumbnails/22.jpg)
Creating a Video Model
Edit video so only desirable skills/behaviors are seen (max 3 min)
![Page 23: Teresa Cogar M.Ed. Coordinator, Region 5 T/TAC](https://reader030.vdocuments.site/reader030/viewer/2022032607/56813067550346895d96430a/html5/thumbnails/23.jpg)
Other components……
• Consider a motivating theme
• Create a script for the video
• Debrief with child, positively review what has been seen and heard to promote new behavior
![Page 24: Teresa Cogar M.Ed. Coordinator, Region 5 T/TAC](https://reader030.vdocuments.site/reader030/viewer/2022032607/56813067550346895d96430a/html5/thumbnails/24.jpg)
What do I need?
• Video Camera: Digital video camera Digital camera Flip camera VHS camera
• Video Editing Software
• Computer with a CD or DVD burner
![Page 25: Teresa Cogar M.Ed. Coordinator, Region 5 T/TAC](https://reader030.vdocuments.site/reader030/viewer/2022032607/56813067550346895d96430a/html5/thumbnails/25.jpg)
Camcorder to Computer
iMovie@ iMovie HD@
MovieMaker@
1. Connect Camcorder2. Cut and paste
Tom Buggey, Ph D Presentation to the Kansas Instructional Support Network April, 8, 2010
![Page 26: Teresa Cogar M.Ed. Coordinator, Region 5 T/TAC](https://reader030.vdocuments.site/reader030/viewer/2022032607/56813067550346895d96430a/html5/thumbnails/26.jpg)
Video downloads to here
Cut & Paste to timeline
Bells & whistlesAlso Cut & Paste
Editing window: 2 markers can be dragged to highlight anything you want cut - press delete - it’s gone.
Tom Buggey, Ph D Presentation to the Kansas Instructional Support Network April, 8, 2010
![Page 27: Teresa Cogar M.Ed. Coordinator, Region 5 T/TAC](https://reader030.vdocuments.site/reader030/viewer/2022032607/56813067550346895d96430a/html5/thumbnails/27.jpg)
Target Behaviors/Instructional Goals
• What are the components of defining a target behavior that helps support a good instructional goal?
• Many times when a strategy and intervention doesn’t work we think that the student’s do not have the skills. We need to reassess: Is the skill level to high, too demanding, too low?
![Page 28: Teresa Cogar M.Ed. Coordinator, Region 5 T/TAC](https://reader030.vdocuments.site/reader030/viewer/2022032607/56813067550346895d96430a/html5/thumbnails/28.jpg)
Activity
• Watch each video
• Think about target behavior
• Write it on your sheet
• Then, write the skill needed to replace the behavior- “What do you want them to do?”
• Hold on to this sheet! We will come back to it
![Page 29: Teresa Cogar M.Ed. Coordinator, Region 5 T/TAC](https://reader030.vdocuments.site/reader030/viewer/2022032607/56813067550346895d96430a/html5/thumbnails/29.jpg)
What’s the Target Behavior?
![Page 30: Teresa Cogar M.Ed. Coordinator, Region 5 T/TAC](https://reader030.vdocuments.site/reader030/viewer/2022032607/56813067550346895d96430a/html5/thumbnails/30.jpg)
What’s the Target Behavior
![Page 31: Teresa Cogar M.Ed. Coordinator, Region 5 T/TAC](https://reader030.vdocuments.site/reader030/viewer/2022032607/56813067550346895d96430a/html5/thumbnails/31.jpg)
What’s the Target Behavior?
![Page 32: Teresa Cogar M.Ed. Coordinator, Region 5 T/TAC](https://reader030.vdocuments.site/reader030/viewer/2022032607/56813067550346895d96430a/html5/thumbnails/32.jpg)
What’s the Target Behavior?
![Page 33: Teresa Cogar M.Ed. Coordinator, Region 5 T/TAC](https://reader030.vdocuments.site/reader030/viewer/2022032607/56813067550346895d96430a/html5/thumbnails/33.jpg)
Hold on to that Thought!Let’s look at Video Self-Modeling
![Page 34: Teresa Cogar M.Ed. Coordinator, Region 5 T/TAC](https://reader030.vdocuments.site/reader030/viewer/2022032607/56813067550346895d96430a/html5/thumbnails/34.jpg)
VSM vs. VMSelf or Others?
• Some studies show that “using others as a model is equally as effective as using self as a model” (Sherer et al. 2001)
• However some skills may be better addressed through using self as a model such as:
• Stuttering• Reducing inappropriate behaviors• Etc.
![Page 35: Teresa Cogar M.Ed. Coordinator, Region 5 T/TAC](https://reader030.vdocuments.site/reader030/viewer/2022032607/56813067550346895d96430a/html5/thumbnails/35.jpg)
Video Self-Modeling
• Intervention where observers are shown videotapes of themselves successfully engaging in an activity.
![Page 36: Teresa Cogar M.Ed. Coordinator, Region 5 T/TAC](https://reader030.vdocuments.site/reader030/viewer/2022032607/56813067550346895d96430a/html5/thumbnails/36.jpg)
Video Examples
http://www.youtube.com/watch?v=m0yj-TKbvnI
http://www.youtube.com/watch?v=xh313WJvzCw&feature=related
![Page 37: Teresa Cogar M.Ed. Coordinator, Region 5 T/TAC](https://reader030.vdocuments.site/reader030/viewer/2022032607/56813067550346895d96430a/html5/thumbnails/37.jpg)
37
Two Forms of Self-ModelingD, Dowrick, 1977 1977
• Positive Self-Review: Reinforcing already known skills to improve performance/ fluency
• Feedforward: Video of skills not yet learned. Introducing a new skill or behavior.
Laura WilkinsonGold medal Platform Diver
Tom Buggey, Ph DPresentation to the Kansas Instructional
Support NetworkApril, 8, 2010
![Page 38: Teresa Cogar M.Ed. Coordinator, Region 5 T/TAC](https://reader030.vdocuments.site/reader030/viewer/2022032607/56813067550346895d96430a/html5/thumbnails/38.jpg)
Positive Self-Review – student to view only positive performances of a behavior that has been targeted for intervention (Dowrick)
Self-Review
![Page 39: Teresa Cogar M.Ed. Coordinator, Region 5 T/TAC](https://reader030.vdocuments.site/reader030/viewer/2022032607/56813067550346895d96430a/html5/thumbnails/39.jpg)
Brady Video
![Page 40: Teresa Cogar M.Ed. Coordinator, Region 5 T/TAC](https://reader030.vdocuments.site/reader030/viewer/2022032607/56813067550346895d96430a/html5/thumbnails/40.jpg)
Feedfoward
• VSM is a technique that allows:• a student to view themselves as they could in the
future (Dowrick)
![Page 41: Teresa Cogar M.Ed. Coordinator, Region 5 T/TAC](https://reader030.vdocuments.site/reader030/viewer/2022032607/56813067550346895d96430a/html5/thumbnails/41.jpg)
Lemonade Video
![Page 42: Teresa Cogar M.Ed. Coordinator, Region 5 T/TAC](https://reader030.vdocuments.site/reader030/viewer/2022032607/56813067550346895d96430a/html5/thumbnails/42.jpg)
How to Capture Footage for Feedforward Videos
• Imitation – Great for language. Have children imitate advance language skills
• Role Play – Fun! Act out behaviors in full Hollywood fashion. Get a director’s chair and clacker.
• Capture Rare Behaviors – Used with children who are not responsive.
Include child and family in planning when possible
Tom Buggey, Ph D Presentation to the Kansas Instructional Support Network
April, 8, 2010
![Page 43: Teresa Cogar M.Ed. Coordinator, Region 5 T/TAC](https://reader030.vdocuments.site/reader030/viewer/2022032607/56813067550346895d96430a/html5/thumbnails/43.jpg)
Imitation
Once we capture the child’s words, we can get very creative with the editing:
1. We can ask questions that fit the utterance, e.g. Child says, “I go home”. You can dub in adult or peer asking, “What do you do after school?”
2. You can cut and paste individual words into sentences - slightly expanding utterances. (You will get a visual “flutter” between words, but this doesn’t seem to bother the children.)
3. You can do Simon Says type games to capture physical behavior - I do, you do.
Tom Buggey, Ph D Presentation to the Kansas Instructional Support Network
April, 8, 2010
![Page 44: Teresa Cogar M.Ed. Coordinator, Region 5 T/TAC](https://reader030.vdocuments.site/reader030/viewer/2022032607/56813067550346895d96430a/html5/thumbnails/44.jpg)
Role Play
• Make it fun and include child in planning when possible.
• Works very well with Functional Behavior Assessments and/or Positive Behavior Supports.
• Triggers for negative behaviors become scenes in the movie - but appropriate responses are acted out.
• Social initiations/interactions can be scripted and lines fed to actors.
![Page 45: Teresa Cogar M.Ed. Coordinator, Region 5 T/TAC](https://reader030.vdocuments.site/reader030/viewer/2022032607/56813067550346895d96430a/html5/thumbnails/45.jpg)
Role Play
![Page 46: Teresa Cogar M.Ed. Coordinator, Region 5 T/TAC](https://reader030.vdocuments.site/reader030/viewer/2022032607/56813067550346895d96430a/html5/thumbnails/46.jpg)
46
3 Components of a VSM Movie
1. Positively label the behavior - helps child discern the target behavior. “Here’s Tony talking nicely with his friends!” This usually follows with cheering/clapping.
2. Body - Child behaving/performing well.
3. Reinforcement at end/re-label behavior. “Nice playing, Tony!”
Tom Buggey, Ph DPresentation to the Kansas Instructional Support
NetworkApril, 8, 2010
![Page 47: Teresa Cogar M.Ed. Coordinator, Region 5 T/TAC](https://reader030.vdocuments.site/reader030/viewer/2022032607/56813067550346895d96430a/html5/thumbnails/47.jpg)
Capturing More Difficult Skills/Behaviors
• Tape the student over a period of time
• Edit the footage to show only the desirable skills/behaviors that may be more rarely performed
Ex. Food aversion - Child rarely puts spoon to mouth during lunch. = set up camera for 2 lunch periods, collect all the spoon to mouth and link together = we have an eater.
Ex. Responding to questions: Film play sessions in which questions were asked. May take a long time to get enough responses for short video.
Can be very time consuming!
![Page 48: Teresa Cogar M.Ed. Coordinator, Region 5 T/TAC](https://reader030.vdocuments.site/reader030/viewer/2022032607/56813067550346895d96430a/html5/thumbnails/48.jpg)
Avery Video
![Page 49: Teresa Cogar M.Ed. Coordinator, Region 5 T/TAC](https://reader030.vdocuments.site/reader030/viewer/2022032607/56813067550346895d96430a/html5/thumbnails/49.jpg)
Skills and Target Behaviors
• Video Modeling can be used to address the following skills and target behaviors for students to be successful in all aspects of daily life:
» Social interaction behaviors» Academic skills» Communication skills» Daily living skills» Play skills» Social initiations» Perception of emotion» Perspective taking
![Page 50: Teresa Cogar M.Ed. Coordinator, Region 5 T/TAC](https://reader030.vdocuments.site/reader030/viewer/2022032607/56813067550346895d96430a/html5/thumbnails/50.jpg)
Many Settings…..
• Modeling is a normalized method applicable to many different settings (Tryon & Keane, 1986)
• Modeling can enable children to benefit from inclusive environments (Jones and Schwartz,2004)
• Modeling may facilitate generalization and maintenance from setting to setting.
![Page 51: Teresa Cogar M.Ed. Coordinator, Region 5 T/TAC](https://reader030.vdocuments.site/reader030/viewer/2022032607/56813067550346895d96430a/html5/thumbnails/51.jpg)
Our Goal…
• To bring any instructional practice we use with students to multiple settings as part of daily life activities
![Page 52: Teresa Cogar M.Ed. Coordinator, Region 5 T/TAC](https://reader030.vdocuments.site/reader030/viewer/2022032607/56813067550346895d96430a/html5/thumbnails/52.jpg)
Home - School Connection
• Important connection!
![Page 53: Teresa Cogar M.Ed. Coordinator, Region 5 T/TAC](https://reader030.vdocuments.site/reader030/viewer/2022032607/56813067550346895d96430a/html5/thumbnails/53.jpg)
Instructional Goals
• Must have an instructional goal in mind.
• Want to select and define a target behavior that supports the child’s ability to watch the behavior of another and apply what they see in their own interactions, language play, etc.
• Want the child to generalize skills to other settings (including home)
![Page 54: Teresa Cogar M.Ed. Coordinator, Region 5 T/TAC](https://reader030.vdocuments.site/reader030/viewer/2022032607/56813067550346895d96430a/html5/thumbnails/54.jpg)
Planning: Storyboarding
• Identify the target/replacement behavior (something measurable/observable).
• Determine best method for capturing the behavior.• Determine video scenes.
– Task-analyze the target or replacement behavior. – Each step becomes a scene.– Or, each trigger of negative behavior becomes a
scene.
Tom Buggey, Ph D Presentation to the Kansas Instructional Support Network April, 8, 2010
![Page 55: Teresa Cogar M.Ed. Coordinator, Region 5 T/TAC](https://reader030.vdocuments.site/reader030/viewer/2022032607/56813067550346895d96430a/html5/thumbnails/55.jpg)
Sample StoryboardMorning Routine
Scene 1 - bedroom
Wake upMake bed
Scene 2 - bathroom
bathroom time
“Time to go to the bathroom”
Scene 3 - bedroom
“I have to get dressed now” Dressing = pull shirt down “There.
Now downstairs.”
Scene 4 - kitchen
Eat breakfastPut dishes indishwasher
Feed dog Back upstairs
Scene 5 - bathroom
Brush teeth
Back downstairs
Get books, backpackand jacket
Hugs goodbye
Out to catch the bus
Scene 6 - kitchen
Sample Storyboard - Morning Routine
*Drawn freehand with child and family assistanceTom Buggey, Ph DPresentation to the Kansas Instructional Support NetworkApril, 8, 2010
![Page 56: Teresa Cogar M.Ed. Coordinator, Region 5 T/TAC](https://reader030.vdocuments.site/reader030/viewer/2022032607/56813067550346895d96430a/html5/thumbnails/56.jpg)
Creating a Tantrum Reduction Video
1. Conduct a Functional Behavior Assessment to determine tantrum triggers.
2. Translate triggers to scenes in a storyboard.3. Plan scenes with child if possible, storyboard too.4. Set up scenes using peers and appropriate settings. Prompt
dialog and go over child’s response to trigger in his role of movie star.
5. Film - edit - view.- Self-talk. Allow kids to give themselves reinforcement:“Wow, I really handled that well!” “That wasn’t hard at all!” etc.
Tom Buggey, Ph DPresentation to the Kansas Instructional Support Network April, 8, 2010
![Page 57: Teresa Cogar M.Ed. Coordinator, Region 5 T/TAC](https://reader030.vdocuments.site/reader030/viewer/2022032607/56813067550346895d96430a/html5/thumbnails/57.jpg)
Tantrum StoryboardSelf-talk may compliment VSM
Teacher canÕt call on everybody. If I donÕtget called, I will get another turn.
If somebody jumps line, I will ask them nicely to go back. If that doesnÕt work, I will tell teacher.
Sometimes I get problems wrong. Everybody does. ItÕs OK. I get a lot right.
I canÕt always do what I want. Maybe later it will be time for that.
Not now, Scott.
1 2
3 4
Tom Buggey, Ph D Presentation to the Kansas Instructional Support Network April, 8, 2010
![Page 58: Teresa Cogar M.Ed. Coordinator, Region 5 T/TAC](https://reader030.vdocuments.site/reader030/viewer/2022032607/56813067550346895d96430a/html5/thumbnails/58.jpg)
Let’s go Back to Target Sheet!
• Look at replacement behavior
• What goal do you have in mind?
• What intervention would you use?
• How would you make the home school connection?
![Page 59: Teresa Cogar M.Ed. Coordinator, Region 5 T/TAC](https://reader030.vdocuments.site/reader030/viewer/2022032607/56813067550346895d96430a/html5/thumbnails/59.jpg)
What’s the Target Behavior?
![Page 60: Teresa Cogar M.Ed. Coordinator, Region 5 T/TAC](https://reader030.vdocuments.site/reader030/viewer/2022032607/56813067550346895d96430a/html5/thumbnails/60.jpg)
What’s the Target Behavior
![Page 61: Teresa Cogar M.Ed. Coordinator, Region 5 T/TAC](https://reader030.vdocuments.site/reader030/viewer/2022032607/56813067550346895d96430a/html5/thumbnails/61.jpg)
What’s the Target Behavior?
![Page 62: Teresa Cogar M.Ed. Coordinator, Region 5 T/TAC](https://reader030.vdocuments.site/reader030/viewer/2022032607/56813067550346895d96430a/html5/thumbnails/62.jpg)
What’s the Target Behavior?
![Page 63: Teresa Cogar M.Ed. Coordinator, Region 5 T/TAC](https://reader030.vdocuments.site/reader030/viewer/2022032607/56813067550346895d96430a/html5/thumbnails/63.jpg)
VSM Do’s
• Do– Depict positive behaviors– Select behaviors that are developmentally appropriate– Keep the video under 5 minutes– Ensure confidentiality if the video will be used by schools or agencies– Make sure there is an IEP or ISFP link– Get informed consent from parents/caregivers– Make the filming process fun– Learn new technology skills– Allow child to leave video daily and when requested– Allow child to watch the video without comment if the video includes
clear written or verbal statement about the featured behavior.
Buggey,2009
![Page 64: Teresa Cogar M.Ed. Coordinator, Region 5 T/TAC](https://reader030.vdocuments.site/reader030/viewer/2022032607/56813067550346895d96430a/html5/thumbnails/64.jpg)
Buggey, 2009
VSM Don’ts
• Don’t:
– Depict negative behaviors– Select behaviors that are too advanced– Have too many special effects– Force the child to watch the video– Begin without parental consent– Expect miracles
![Page 65: Teresa Cogar M.Ed. Coordinator, Region 5 T/TAC](https://reader030.vdocuments.site/reader030/viewer/2022032607/56813067550346895d96430a/html5/thumbnails/65.jpg)
The Big Do!!!Catch Them Being Good!!!!
65
![Page 66: Teresa Cogar M.Ed. Coordinator, Region 5 T/TAC](https://reader030.vdocuments.site/reader030/viewer/2022032607/56813067550346895d96430a/html5/thumbnails/66.jpg)
Commercial Products
http://www.modelmekids.com/community-social-skills-autism.html
Watch Me Learn@, Model Me Kids@, and Teach2Talk@
![Page 67: Teresa Cogar M.Ed. Coordinator, Region 5 T/TAC](https://reader030.vdocuments.site/reader030/viewer/2022032607/56813067550346895d96430a/html5/thumbnails/67.jpg)
ResourcesCommercial Peer-modeling sites:• http://www.modelmekids.com/
• http://www.socialskillbuilder.com/
• http://www.watchmelearn.com/
• Bandura, A. Retrieved from http://www.des.emory.edu/mfp/BanEncy.html
• http://www.siskin.org/index.php?sid=89
• http://www.alaskachd.org/video/
![Page 68: Teresa Cogar M.Ed. Coordinator, Region 5 T/TAC](https://reader030.vdocuments.site/reader030/viewer/2022032607/56813067550346895d96430a/html5/thumbnails/68.jpg)
Exit
• Please write down one valuable piece of information you learned
or• How you might use this intervention Strategy with your
students.
• Leave your card at your seat
• Have a great day!
![Page 69: Teresa Cogar M.Ed. Coordinator, Region 5 T/TAC](https://reader030.vdocuments.site/reader030/viewer/2022032607/56813067550346895d96430a/html5/thumbnails/69.jpg)
References
Apple, A.L., Billingsley, F., Schwartz, I.S. (2005). Effects of video modeling along and with self-management on compliment-Giving behaviors of children with high-functioning ASD. Journal of Positive Behavior Interventions, 7(1), 33-46.
Bandura, A. Retrieved from http://www.des.emory.edu/mfp/BanEncy.htmlBandura, A. (1982). Self-efficacy mechanism in human agencyBellini, S. & Akullian, J. (2007). A meta-analysis of video modeling and video
self-modeling interventions for children and adolescents with autism spectrum disorders. Exceptional Children, 73 (3).
Buggey, T. (2007). A picture is worth . . . Video self- modeling applications at school and home. Journal of Positive Behavior Interventions, 9(3), 151-158.
Buggey, T. (2005) VSM applications with students with autism spectrum disorder in a small private school setting. Focus on Autism and Other Developmental Disabilities, 20(1), 52-63.
69
![Page 70: Teresa Cogar M.Ed. Coordinator, Region 5 T/TAC](https://reader030.vdocuments.site/reader030/viewer/2022032607/56813067550346895d96430a/html5/thumbnails/70.jpg)
References
Charlop-Christy, M. H., Le, L., & Freeman, K. A. (2000). A comparison of video modeling with in vivo modeling for teaching children with autism. Journal of Autism and Developmental Disorders, 30(6), 537-552.
Charlop, M.H., & Milstein, J.P. (1989). Teaching autistic children conversational speech using video modeling. Journal of Applied Behavior Analysis, 22, 275-285.
Clare, S.K., Jenson, W.R., Kehle, T.J. & Bray, M.A. (2000). Self-modeling as a treatment for increasing on-task behavior. Psychology in the Schools, 37(6), p. 517-522.
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.
Creer & Miklich (1970).The application of a self-modeling procedure to modify inappropriate behavior: a preliminary report. Behavior Research and Therapy, 8, 91-2.
70
![Page 71: Teresa Cogar M.Ed. Coordinator, Region 5 T/TAC](https://reader030.vdocuments.site/reader030/viewer/2022032607/56813067550346895d96430a/html5/thumbnails/71.jpg)
References
Darden, F. (2006). Video self-modeling to facilitate visual symbol learning in preschoolers with developmental delays. Dissertation: Florida State University.
Delano, M.E. (2007). Improving written language performance of adolescents with Asperger Syndrome. Journal of Applied Behavior Analysis, 40(2), 345-351.
D'Ateno, P., Mangiapanello, K., & Taylor, B.A. (2003). Using video modeling to teach complex play sequences to a preschooler with autism. Journal of Positive Behavior Interventions, 5, 5-11.
Dowrick, P.W. (1991). Practical guide to using video in the behavioral sciences. New York: Wiley.
Dowrick, Kim-Rupnow, & Power. (2006). Video Feedforward for Reading. The Journal of Special Education, 39(4), 194-207.
71
![Page 72: Teresa Cogar M.Ed. Coordinator, Region 5 T/TAC](https://reader030.vdocuments.site/reader030/viewer/2022032607/56813067550346895d96430a/html5/thumbnails/72.jpg)
References
Darden, F. (2006). Video self-modeling to facilitate visual symbol learning in preschoolers with developmental delays. Dissertation: Florida State University.
Delano, M.E. (2007). Improving written language performance of adolescents with Asperger Syndrome. Journal of Applied Behavior Analysis, 40(2), 345-351.
D'Ateno, P., Mangiapanello, K., & Taylor, B.A. (2003). Using video modeling to teach complex play sequences to a preschooler with autism. Journal of Positive Behavior Interventions, 5, 5-11.
Dowrick, P.W. (1991). Practical guide to using video in the behavioral sciences. New York: Wiley.
Dowrick, Kim-Rupnow, & Power. (2006). Video Feedforward for Reading. The Journal of Special Education, 39(4), 194-207.
72