Use of Video-Models to Teach Language Stimulation Techniques

Abstract

The current study was designed to assess the feasibility of creating videos depicting Enhanced Milieu Teaching (EMT) support strategies and presenting them to graduate students in a communication sciences and disorders program, and whether differences in accuracy existed between first- and second-year graduate students. EMT support strategies were chosen due to the previous successes found within the literature. Twelve videos were presented to ten graduate students. Each participant response was analyzed for accuracy and overall responses were compiled to create overall video clarity. Results showed that the Communication Temptation EMT support strategy videos achieved the highest levels of clarity, while Matched Turns videos achieved the lowest level of clarity. Of the twelve total videos presented, six videos met the criterion level for clarity (i.e., Matched Turns = 0, Expansion = 1, Modeling = 2, Temptations 3). The overall difference between accuracy for both groups of graduate students was found to not be statistically significant (i.e., First year graduate students = 70%; Second year graduate students = 69%). These findings suggest that some of the videos with EMT support strategies can be used to teach the skills portrayed in the videos. However, the participant’s subjective ratings played a factor in overall video clarity. If replicated, future studies should use groups consisting of graduate students and licensed speech language pathologist for a more accurate video clarity score