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Using Video Modeling in the Classroom and Workplace Created by Suzie Perry and Mary Keeney Presented by Mary Keeney & Ann Gortarez Arizona Department of Education/ ESS

Using Video Modeling in the Classroom and Workplace

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Using Video Modeling in the Classroom and Workplace. Created by Suzie Perry and Mary Keeney Presented by Mary Keeney & Ann Gortarez. Arizona Department of Education/ ESS. Video Modeling. - PowerPoint PPT Presentation

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Page 1: Using Video Modeling in the Classroom and Workplace

Using Video Modelingin the Classroom and Workplace

Created by Suzie Perry and Mary KeeneyPresented by Mary Keeney & Ann Gortarez

Arizona Department of Education/ ESS

Page 2: Using Video Modeling in the Classroom and Workplace

Video Modeling

Video modeling is a teaching method that uses assistive technology (computers, digital cameras, etc.) as a core component of instruction. 

It involves the following basic components: (a) the individual being taught or other models are videotaped performing some targeted behavior, (b) the video recording is then played back to the learner, and (c) the learner is prompted or asked to perform the behavior.

Page 4: Using Video Modeling in the Classroom and Workplace

Why does this work?

Stand up~Pair up~and Share!

Page 5: Using Video Modeling in the Classroom and Workplace

4 Types of Video Modeling

Video self-modelingVideo modelingPoint-of-view video modelingVideo prompting

Page 6: Using Video Modeling in the Classroom and Workplace

Video Self ModelingThe primary model is the actual student.The video is played for the learner before each teaching situation.After the video is finished, the learner is prompted to perform the behavior.Prompting, reinforcement, and repetition are often needed throughout the observation and performance parts of video modeling.Inappropriate or other behaviors are edited out of the final video.

Page 7: Using Video Modeling in the Classroom and Workplace

Video ModelingThe primary model is someone other than the student. The video is played for the learner before each teaching situation.After the video is finished, the learner is prompted to perform the behavior.Prompting, reinforcement, and repetition are often needed throughout the observation and performance parts of video modeling.

Page 8: Using Video Modeling in the Classroom and Workplace

Point-of-View Modeling

The targeted behavior is videoed as it would look through the student’s eyes. Only the hands of the model and the materials being used are seen in the video.

http://youtu.be/b6t7nALqa50

Page 9: Using Video Modeling in the Classroom and Workplace

Video Prompting

Shows sequence of task or behavior in different clips

• The task is broken down into parts.• Not shown start-to-finish.• The student views one part, followed by a pause.• At the pause, the student is asked to perform that part of the task.• The process is repeated until the entire sequence of behaviors is

complete.

Page 10: Using Video Modeling in the Classroom and Workplace

You DecideExample: P B & J

Tying your shoe

Picking up your room

Getting lunch tray in cafeteria

Staying on topic

Solving a multiplication problem

Taking a photograph

Going to the doctor or dentist

Page 11: Using Video Modeling in the Classroom and Workplace

Which type of VM fits

best to teach:

Video Self Modeling

Video Modeling

Point of View Video Modeling

Video Prompting

Tying your shoe

When you lose at a game

Getting lunch tray in cafeteria

Staying on topic

Solving a multiplication problem

Asking for help on an assignmentGoing to the doctor or dentist

“I think I would use point of view video modeling

to teach this to the students in my class; it is

a developmentally appropriate skill.”

Page 12: Using Video Modeling in the Classroom and Workplace

Who might benefit?*• Students receiving

special education services :– ASD– ED– ADD/HD– ID– LD– SLI (Grammar, Articulation,

Fluency, Pragmatics)

• Students in RTI

• Possible Limitations:– Under age 4– Significant ID– Attention and self-

recognition issues

*obtain informed written parental consent

Page 13: Using Video Modeling in the Classroom and Workplace

What can be taught?

Any desired/targeted behavior that can be observed, and thus filmed, is potentially a subject for self-modeling video:

Anything that can be videotaped!

• Communication • Emotion recognition• Perspective taking • Adaptive behaviors (going

to the dentist, washing hands, using an ATM, zipping jacket, etc.)

• Academics (staying on task, reading comprehension, fluency, etc.)

• Social initiation • Pretend and reciprocal

play

Page 14: Using Video Modeling in the Classroom and Workplace

Based on Jeff Sigafoos, Mark O'Reilly, and Berenice de la Cruz (2007). How to use video modeling and video prompting. Austin, TX: Pro-Ed.

Page 15: Using Video Modeling in the Classroom and Workplace

Step One: Target the Behavior

• Choose a behavior that is important for the student to learn.

• Describe and define the behavior in a way that is very clear.

• Measurable and observable behaviors are critical for monitoring progress.

Page 16: Using Video Modeling in the Classroom and Workplace

Step Two:Have the Correct Equipment

• Orient the camera properly.

• “V.V.S.”• Use a tripod if necessary.• Eliminate background

“noise” (visual and auditory).

Page 17: Using Video Modeling in the Classroom and Workplace

Step Three: Plan it Out

• Task Analyze• Create Script or

Storyboard – Tells model what they will

need to say or do. – Lists all of the steps

needed to complete the target behavior.

Page 18: Using Video Modeling in the Classroom and Workplace

Step Four:Collect Baseline Data

• Document the parts of the skill the student is able to perform and not perform.

• Used to measure progress after the video modeling intervention.

Page 19: Using Video Modeling in the Classroom and Workplace

Step Five:Make Your Movie

• Decide which of the four types is best…then…

Page 20: Using Video Modeling in the Classroom and Workplace

Step Six:Plan to Show the Video

• Plan when to show the videos.

• Natural times• Natural setting

etc. • Have learning

materials ready.• Use the same

materials during performance of the behavior as when videotaped.

Now Showing:

8:00 A.M. “Getting Off the Bus!”12:00 P.M. “Washing Your Hands”2:00 P.M. “Writing a Story”

Page 21: Using Video Modeling in the Classroom and Workplace

Step Seven: Watch the Video with the Student

• Provide prompts to gain or keep attention.

• Allow learner to watch an appropriate* number of times before expecting him to use the target skill.

• Student performs the skill in the authentic context.

*suggested= 3 or more times

(Finally!)

Page 22: Using Video Modeling in the Classroom and Workplace

Step Eight: Monitor Progress• Collect post-

intervention data.• What can they do

independently?• What part of the video

do they refer to when using the behavior?

• After collecting data three to five times, if progress is being made continue until maximum proficiency.

• Otherwise, see trouble shooting guidelines.

Page 23: Using Video Modeling in the Classroom and Workplace

Step Nine: Troubleshoot if the Learner is Not Making Progress

Analyze data, checking for needed procedural changes.

To adjust the intervention, some reflection questions:• Is the learner watching the video enough times per

week? • Is the learner watching the video, but not attending to

the most relevant parts? • Is the learner getting enough prompting from adults

and/or peers to use the target behavior? • Is the learner receiving the appropriate amount and

type of reinforcement for performing, or attempting to perform, the target behavior(s)?

• Is the video too complex? Would slowing it help? Muting the audio?

• Does another task analysis need to be completed to make sure that the video includes the correct steps?

• Does the learner have the skills (e.g., imitation, learn by observation) needed to benefit from video modeling?

Implement the adjustments.

Page 24: Using Video Modeling in the Classroom and Workplace

Step Ten. Fade the Video and the Prompts

Fade the use of prompting to encourage independent use and to promote maintenance by:

• Delaying start/premature stop • Only the particular scene where the

mistake has been occurring is played for the learner to rewatch and practice

• Gradually removing scenes or parts of the task from the video

Teachers/practitioners allow the learner to continue watching the video to some extent if it is appropriate, enjoyable for the learner, and supports the behavior.

Page 25: Using Video Modeling in the Classroom and Workplace

Examples

Page 26: Using Video Modeling in the Classroom and Workplace

ResourcesLearn more about all the evidence based practices, including video modeling, at:http://autismpdc.fpg.unc.edu/content/briefs

Using Video Modeling to Teach Reciprocal Pretend Play to Children with Autism:http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2649844/

Video Modeling: What is it and Why Use it?:http://www.autismclassroomnews.com/2013/07/video-modeling-what-is-it-and-why-use-it.html

A Meta-Analysis of Video Modeling and Video Self-Modeling Interventions for Children and Adolescents with Autism Spectrum Disordershttp://nichcy.org/research/summaries/abstract72

Page 27: Using Video Modeling in the Classroom and Workplace

Resources (cont’)• OCALI’s Autism Internet Modules (including video

modeling) http://autisminternetmodules.org/ • Tom Buggey, Ph.D., a researcher at Siskin Children's

Institute and the University of Tennessee at Chattanooga, conducts VSM research with children enrolled at Siskin Early Learning Centers http://www.siskin.org/www/docs/12/

• Our Symbaloo:• https://

www.symbaloo.com/mix/videomodeling?searched=true

Page 28: Using Video Modeling in the Classroom and Workplace

This presentation was a collaboration between the following Exceptional Student Services Units: Special Projects-Assistive Technology

&

Professional Learning and Sustainability

2014

Thank you!

Page 29: Using Video Modeling in the Classroom and Workplace

Bonus Track

• “Jacob” stands in line:• http://

www.youtube.com/watch?v=NfjKnRBC71c