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Using Video Modeling & iPods to Teach Work SkillsRyan Kellems, Ph.D.University of Oregon
+Who am I?
Former high school special education teacher
Currently work for the National Post-school Outcomes Center (NPSO) at the University of Oregon
Focused on secondary transition during my doctoral studies.
My dissertation used iPods to teach vocational skills to individuals with Autism.
I have a passion about using the latest technology to help students transition to a successful fulfilling life after they exit school.
+Today’s Outcomes
Participants will: Better understand the theoretical base of Video Modeling
(VM)
Be shown how to create VM interventions and deliver them with an iPod.
begin to formulate some of their own ideas on vocational activities and skills they could teach their students using VM.
Please have fun and partcipate
+Our students need help learning job skills!!!
Many students with disabilities are ready and willing to work but lack essential vocational skills.
Currently there are a broad array of methods for teaching vocational skills.
It is my belief that we are not taking full advantage of available technology when it come to teaching vocational skills.
+
We learn by watching
Bandura (1977)
Observational Learning Theory
+Video Modeling
Video modeling is a form of observational learning in which desired skills and behaviors are learned by watching a video demonstration and then imitating the behavior of the model.
+Vocational skills Video Modeling example
+Why would I want to use Video Modeling?
Video models can present a variety of different behaviors in realistic contexts.
Video may be a useful medium for learners who cannot take advantage of print material or have difficulty understanding verbal instructions.
A video modeling intervention could be a strategy to helping individuals with Autism control behavioral problems .
Video modeling serves as a cost-effective tool. The video recording of a model’s actions just once can be used over and over with multiple individuals.
+What skills have been successfully taught using VM? Social / Communication Skills
Conversational speech Understanding different perspectives Social initiations Transitioning between activities
Functional Skills Self help (cleaning eye glasses, zipping up jacket) Setting a table, preparing orange juice, preparing
a letter to be mailed Purchasing / ordering fast food
Vocational Skills Cleaning Kennels Locating items in a library Preparing first aid kits, making copies, sending a
fax
+So what do I do if I want to use video modeling with my students? Follow these 10 steps
Sigafoos, J., O’Reilly, M., & de la Cruz, B. (2007). How to use video modeling and video prompting. Austin, TX: Pro-Ed.
+Step 1: Identify the skill or behavior
The target skill needs to be: Well defined
Observable and measurable Cleaning up would not be an acceptable skill you
would have to define a specific area to clean such as the men’s bathroom.
What job skills are you currently teaching your students could potentially be taught using video modeling?
+Step 2: Getting the correct equipment
You will need:
Something to make the video Video capture device
Camcorder, Any device with video capabilities (iPhone, new iPods, Flip Cam, digital camera)
Computer with video editing software Mac- iMovie Windows- Movie Maker (free)
Something to watch the video on iPod Computer TV
+Step 2: Getting the correct equipment- Which iPod to use?
There are several types on iPods available and each offer some different options
+Step 2: Getting the correct equipment- iPod Touch
Has picture-based icons
Icons can be selected by touch
Larger video screen
Ability to download applications
Wi-Fi Capabilities
+Step 2: Getting the correct equipment-5th Gen iPods (Classic) 5th Gen iPods' allow for
museum mode which allows the iPod to be locked preventing the user from accessing other iPod functions such as games and music
5th gen iPods allow for the creation of video playlists and video files can be organized by task
The interface it not touch based and can be used by individuals without fine motor skills
+Step 2: Getting the correct equipment- Which iPod to use
I use the iPod classic for several reasons- Ability to lock iPod so only
videos can be accessed The interface it not touch
based and can be used by individuals without fine motor skills
+Step 3: Planning for the video recording: Task analysis & script
A script or task analysis should be developed detailing exactly needs to be be on the video.
To complete a task analysis watch the task being performed and record all of the discrete steps needed to successfully complete the task.
The number of steps can vary depending on the complexity of the task and the ability level of the participant.
+Step 3: Planning for the video recording: Example task analysis Taking inventory
1. Open vending machine with blue key
2. Pull out top shelf
3. Count out loud how many of each item there is
4. Push shelf back
5. Pull out 2nd shelf
6. Count out loud how many of each item there is
7. Push shelf back
+Step 4: Establishing baseline
Collect data on the participants performance before they receive any instruction (before they watch the video)
For the % of steps completed correctly divide the number of steps completed correctly by the total # of steps (from task analysis)
+Step 5: Making the video
Identify the kind of video that is appropriate for the learner (e.g. video modeling, self-modeling, point-of-view modeling, video prompting)
Step 5: Making the video- Selecting the model type Other Models: Involves taping models other
than the learner to demonstrate skills, or to serve as models in instructional videos.
Peer models have been used to instruct persons on community skills, vocational skills, social skills, and cooking skills.
Other models have been used for a variety of skills including social and communication skills, daily living skills, and community skills.
Step 5: Making the video- Selecting the model typeSelf-modeling: Video self-modeling
(VSM) is a technique that allows learners to observe themselves engaging in positive performances of a target behavior and has been used to teach skills such as math language and social skills.
+Step 5: Making the video- Editing
Before editing After editing (no mistakes)
+Step 5: Making the video- Editing
Add written steps and voice-overs if desired A video editing program
such as iMovie can be used
Format the video for the device that will be used to view the video. If the video will be used
on an iPod it will need to be in the .mp4 format
Step 5: Making the video-Tips for Creating Videos for iPods
All video files must be in mp4 format
If creating video files with Microsoft products (Windows Movie Maker, etc.), it is necessary to convert the files using conversion software
Flip video cameras and the FlipShare editing software allows the creation of video files in mp4 format
iMovie and Pinnacle Studio also allows for the creation of video files that are iPod ready
+Step 6: Arranging the viewing environment
Determine where and when the video will be watched At the work site In some other setting (classroom, home, etc.)
Determine when the video will be watched immediately prior to completing the task 1 hour before completing the task
Identify how the video will be watched iPod/ portable player TV/DVD Computer
+Step 6: Arranging the viewing environment- iPod Use some type of a case for
the iPod. Options include lanyard and
belt clip
Find out participants preference for viewing and listening
+Step 7: Showing the video
To benefit from the video the participant must watch and pay attention to the video.
Allow the participant to interact with the video as they see fit. Allow them to rewind, fast forward and pause the video as
long as they are attending to the video and not messing around.
Allow multiple viewings
+Step 7: Showing the video-Examples
Settings where videos have successfully been shown Break room at Walgreens Sitting at a table in the public area of a bowling alley In the waiting area of a small regional airport In the living room of the participants house
Practice Prevention!!! Remove any potential distractions before attempting to show the video. A small distraction can make the entire viewing process
moot if they do not attend to the video.
+Step 8: Monitor progress
Collect data through observations on the performance of target behaviors. Chart and compare results to baseline data Identify which steps participant is able to complete
independently
If participant has not made progress after 3-5 sessions move to step 9
+Step 9: Troubleshooting
The idea of this step is to look at the participant’s progress and identify changes needed.
+Step 9: Troubleshooting- Questions to ask
Are they watching the video enough?
Is the participant watching the video but not paying attention
Is the participant receiving enough support (prompting, encouragement) while performing the task.
Is the target task too complex
Does the video clearly convey the steps needed to complete the task.
+Step 9: Troubleshooting- Implement changes
Make the changes as you continue to monitor the participant’s progress.
Multiple sets of changes may need to be made depending on the selected target task, setting, video and the participant’s individual circumstances.
+Step 10: Fading the video
Several options are available when fading Shortening the video (delay start, stop early) Error correction Scene fading
The video does not have to be faded and can become a permanent part of the participants support system.
+Remember- Each individual is different
Due to the fact we are all different no “magic bullet” exists that will work for everyone you work with.
Creating and implementing interventions often involves a lot of trial and error so don’t expect your videos to be perfect the first time around.
+References
Sigafoos, J., O’Reilly, M., & de la Cruz, B. (2007). How to use video modeling and video prompting. Austin, TX: Pro-Ed.
Contact information:
Ryan Kellems, Ph.D.Research AssociateNational Post-School Outcomes CenterSecondary Special Education & TransitionUniversity of Oregon(541) [email protected]
