Use Of Video Modeling Research Articles

THE EFFECTS OF VIDEO MODELING WITH VOICEOVER INSTRUCTION ON ACCURATE IMPLEMENTATION OF DISCRETE‐TRIAL INSTRUCTION

The present study replicates and extends previous research on the use of video modeling (VM) with voiceover instruction to train staff to implement discrete-trial instruction (DTI). After staff trainees reached the mastery criterion when teaching an adult confederate with VM, they taught a child with a developmental disability using DTI. The results showed that the staff trainees' accurate implementation of DTI remained high, and both child participants acquired new skills. These findings provide additional support that VM may be an effective method to train staff members to conduct DTI.

The Use of Video Modeling With the Picture Exchange Communication System to Increase Independent Communicative Initiations in Preschoolers With Autism and Developmental Delays

The use of video modeling (VM) procedures in conjunction with the picture exchange communication system (PECS) to increase independent communicative initiations in preschool-age students was evaluated in this study. The four participants were 3-year-old children with limited communication skills prior to the intervention. Two of the students had been diagnosed with autism and two students exhibited developmental delays. An alternating treatments design was used to examine the effects of using VM as a priming technique to enhance the efficacy of students acquiring PECS and increasing the number of independent communicative initiations. Based on the data, the authors concluded that all students learned to use PECS and increased the number of independent communicative initiations; however, the students’ rate of learning was quicker when using VM. Conclusions are discussed in the context of using empirically based interventions to teach communication skills to students with disabilities and limited verbal skills.

Use of video modeling in conjunction with the Picture Exchange Communication Systems (PECS) possibly improves effectiveness in terms of initiations in four preschoolers with autism or developmental delay: A stronger design is needed in future replications

This review provides a summary and appraisal commentary on the treatment review by Cihak, D. F., Smith, C. C., Cornett, A., & Coleman, M. B. (2012). The use of video modeling with the Picture Exchange Communication System to increase independent communicative initiations in preschoolers with autism and developmental delays. Focus on Autism and Other Developmental Disabilities, 27, 3–11. Source of funding and disclosure of interest: No source of funding reported, and no conflicts of interest reported by the original authors of this research report.

Video Modeling of Cooperative Discussion Group Behaviors with Students with Learning Disabilities in a Secondary Content-Area Classroom

Peer-mediated instructional strategies such as cooperative learning are commonly used in general education classrooms in secondary schools; however, students with disabilities often lack the group interaction and discussion skills necessary to fully benefit from evidence-based interventions. The present study used a multiple baseline across participants design to evaluate the use of video modeling to promote the cooperative behaviors and higher level discussion skills of high school students with learning disabilities participating in a Numbered Heads Together (NHT) group discussion strategy in a secondary social studies class. Results indicate that the simple technological intervention of video modeling effectively and efficiently promoted the use of group social skills and discussion skills among students with learning problems who experience difficulty with peer-mediated instructional strategies in secondary content-area classes.

Teaching students with developmental disabilities to operate an iPod Touch® to listen to music

We evaluated an intervention procedure for teaching three students with developmental disabilities to independently operate a portable multimedia device (i.e., an iPod Touch(®)) to listen to music. The intervention procedure included the use of video modeling, which was presented on the same iPod Touch(®) that the students were taught to operate to listen to music. Four phases (i.e., baseline, intervention, fading, and follow-up) were arranged in accordance with a delayed multiple-probe across participants design. During baseline, the students performed from 25 to 62.5% of the task analyzed steps correctly. With intervention, all three students correctly performed 80-100% of the steps and maintained this level of performance when video modeling was removed and during follow-up. The findings suggest that the video modeling procedure was effective for teaching the students to independently operate a portable multimedia device to access age-appropriate leisure content.

Teaching Social Skills Using Video Modeling Interventions

Difficulty with social skills is a distinctive characteristic of many students with special needs, even those with mild disabilities. The literature supports many approaches to teaching social skills, yet many of these interventions require one-on-one intensive training for implementation, and/or are being conducted in laboratory or clinical settings rather than in naturalistic environments. As technology is becoming a growing component of social skills intervention through the use of Smartboards, Ipads, computers, and other electronic devices, an increasingly popular method with equal support from the literature is the use of video modeling—a demonstration of a desired behavior that the student imitates. The purpose of this article is to describe Bandura's (1977) view of learning and how this theory relates to the use of video modeling for the purpose of social skills intervention. The authors also will provide an overview of current products that are available to provide social skills intervention using video modeling.

Three Students with Developmental Disabilities Learn to Operate an iPod to Access Age-Appropriate Entertainment Videos

Students with developmental disabilities may not have the necessary skills or the same opportunities to access multimedia-based leisure materials as their typical peers. Portable multimedia devices such as the iPod Touch® may provide them with a useful tool for accessing age-appropriate leisure material. The present study examined the feasibility of teaching 3 students with developmental disabilities to independently operate an iPod to watch age-appropriate entertainment videos. A delayed multiple-probe design across participants was implemented with baseline, intervention, fading, and follow-up phases. Video modeling and least-to-most response prompting were successfully used to teach these 3 students to operate an iPod Touch® to watch preferred videos without adult assistance. The results complement previous findings supporting the use of video modeling as an instructional strategy and add to the literature by using portable multimedia devices as assistive technology for teaching an age-appropriate leisure skill.

Use of Video Modeling to Teach Vocational Skills to Adolescents and Young Adults with Autism Spectrum Disorders

As part of a collaborative project between a University Center for Excellence in Developmental Disabilities and a local private business, we examined the effects of video modeling to teach vocational skills to four adolescents and young adults with Autism Spectrum Disorders. Video modeling was used to teach the participants to wear a WalkAround® mascot and entertain customers in a retail setting. Observations were conducted before and after participants watched a video model of the skills performed in both scripted and naturalistic scenes. All participants learned to use the targeted skills after watching the video model and all reported that they enjoyed the work. Implications and vocational applications are discussed. DESCRIPTORS: adolescents, autism spectrum disorder, video modeling, vocational skills

Using Video Modeling via Handheld Computers to Improve Geometry Skills for High School Students with Learning Disabilities

The researchers examined the use of video modeling by means of a handheld computer as an alternative instructional delivery system for learning basic geometry skills. Three high school students with learning disabilities participated in this study. Through video modeling, teacher-developed video clips showing step-by-step problem solving processes were synched into handheld computers. Students were shown how to use a handheld computer and access teacher-developed video clips regarding how to successfully solve geometry problems. All three participants acquired and maintained the geometry skills taught. The results are discussed in the context of increased opportunities for students to watch, listen, and interact with content information.

The Use of Video Modeling via a Video iPod and a System of Least Prompts to Improve Transitional Behaviors for Students with Autism Spectrum Disorders in the General Education Classroom

This study evaluated the efficacy of video modeling delivered via a handheld device (video iPod) and the use of the system of least prompts to assist elementary-age students with transitioning between locations and activities within the school. Four students with autism learned to manipulate a handheld device to watch video models. An ABAB withdrawal design was used to evaluate a functional relation between video modeling and the percentage of independent transitions by the student. The data indicate that all participants began transitioning more independently after the intervention was introduced and that their performance decreased with withdrawal of intervention. These results are presented in the context of how a portable video delivery system can aid students who spend considerable portions of their day in general education settings where traditional means of delivering video models (e.g., televisions and computers) may not be as accessible.

Use of video modeling to increase generalization of social play by children with autism.

Abstract The use of video modeling to increase generalization of social play skills in children with autism is discussed. The possible reasons that have made this procedure so favorable among researchers and practitioners are explored. Two studies are described in which video modeling increased the generalization of social play in 6 children, and critical features of procedure are emphasized. Suggestions regarding the potential mechanisms responsible for the effectiveness of this procedure are discussed relative to basic behavioral theory and research. Key Words: Video modeling, generalization, social play, autism, children. Introduction The development of social skills by children with autism is qualitatively and quantitatively different from that observed in other childhood disorders or in typically developing peers as early as the second year of life (e.g., Ruble, 2001; Wetherby, Watt, Morgan, & Shumway, 2007). It has been suggested that social impairment may be a primary deficit that results in the development of secondary deficits such as communicative disorders or self-stimulatory behaviors (e.g., Baker, 2000; Bellini, Akullian, & Hopf, 2007; Rogers, 2000). For example, in verbal children, both the frequency of language use, even in an echolalic form, as well as the development of novel vocabulary have been demonstrated to increase along with increases in social engagement (e.g., Krantz & McClannahan, 1993; Kuhl, Coffey-Corina, Padden, & Dawson, 2005; Nikopoulos & Keenan, 2007; Stahmer, 1995; Thorp, Stahmer, & Schreibman, 1995). Furthermore, inappropriate behaviors have been shown to decrease during periods of active social engagement (Lee & Odom, 1996; Nikopoulos & Keenan, 2006). When children with autism have major difficulties in engaging in social interactions they may also have fewer opportunities to initiate social play (e.g., Beyer & Gammeltof, 2000; Koegel, Koegel, Frea, & Fredeen, 2001; Pierce & Schreibman, 1994) or to learn language (Kaiser, Hester, & McDuffie, 2001). Thus, social and communication skills are often studied as an integrated unit since impairments in the entire social communication domain have been acknowledged as a significant part of the symptom-based genetic research in autistic spectrum disorders (Klin, Jones, Schultz, Volkmar, & Cohen, 2002). Indeed, several studies have demonstrated that engagement in social communicative interactions directly affects other behaviors such as stereotyped or self-injurious behaviors even when these behaviors are not significantly targeted by the teaching program (Green, Gilchrist, Burton, & Cox, 2000; Horner, Carr, Strain, Todd, & Reed, 2002; McGee, Morrier, & Daly, 1999; Rogers, 2000; Summers, Houlding, & Reitzel, 2004). Since social skills are related to the long-term adjustment of and prognosis for both typically and atypically developing children, any program for children with autism must address and promote these valuable skills (Charlop-Christy & Daneshvar, 2003; Hwang & Hughes, 2000). The following sections of this paper will introduce the role of video modeling in promoting social development; describe the reasons for an increasing interest in video modeling among practitioners and researchers; summarize two studies that have examined the ability of video modeling to promote generalization of social skills; and examine elements of video modeling within a behavior analytic framework. Use of Video Modeling to Enhance Social Skills Many studies have been conducted to promote the social skills of children with autism by focusing on increasing their social communicative engagement with others (e.g., adults; typical peers) during play situations. Procedures have included social stories (Kuoch & Mirenda, 2003; Smith, 2001), peer-mediated intervention (DiSalvo & Oswald, 2002; McGrath, Bosch, Sullivan, & Fuqua, 2003), pivotal response intervention (Koegel, Koegel, Shoshan, & McNerney, 1999), self-management package (Newman, Reineche, & Meinberg, 2000), script-fading procedure (Krantz & McClannahan, 1993; Sarokoff, Taylor, & Poulson, 2001), and tactile prompts (Shabani et al. …

Modeling skills, signs and lettering for children with Down syndrome, autism and other severe developmental delays by video instruction in classroom setting.

Education is a human right providing opportunities for all students to maximize their personal, social and academic development. The present emphasis on accountability has focused the discourse on educational improvement because of the perceived link between the ability to be globally competitive and the quality of schools. The belief by governments and the public that the current levels of student achievement are not good enough has created a sense of urgency. Operating in this environment, educational leaders face competing policy pressures and agendas including demands for accountability for the education of students with special needs. What types of interventions, in special education can enable personal, social and academic development? What are the effective methodologies? School districts are still in a reactive mode coping with issues of accountability, new educational mandates, funding changes and parental demands. Assistive technology helps students with special needs to learn. Passive video mode ling described in this paper may address this new direction in special education for achievement, accountability and collaboration with parents. Typical instructional strategies for children with severe developmental delays often include interactive modeling techniques with instructors delivering physical and verbal guidance and social responses such as Good job! or Good girl! meant as rewards for appropriate student behavior. This response-contingent prompting (Morgan & Salzberg, 1992; Skinner, Adamson, Woodward, Jackson, Atchison, & Mims, 1993) is often used in combination with interactive modeling where the instructor literally leads the student by the hand so that the student sees him/herself modeling the behavior (Robertson & Biederman, 1989). But other modeling techniques use passive modeling strategies (Ezell & Goldstein, 1991; Shelton, Gast, Wolery & Winterling, 1991; Wolery, Ault, Gast, Doyle & Griffen, 1991). In this modeling technique the student merely observes the model's behavior without directly interacting. The basis of social learning theory is that learning can occur through such passive observation of behavior (Bandura, 1971). A teaching intervention found to be effective is the use of video modeling or the use of taped sequences as exemplar of desired behavior (Delprato, 2001; D'Ateno, Mangiapanello & Taylor, 2003). Video modeling when combined with passive modeling can assist in the acquisition of learning. Robertson & Biederman (1989) have reported in a meta-analysis of all previously reported research that the relative efficacy of interactive modeling is not statistically supported. As early as 1991, Biederman, Ryder, Davey and Gibson found that passively trained tasks were performed better than those interactively modeled. Passive observation has been recently applied to task learning in laboratory situations for children with severe delays (Biederman, Stepaniuk, Davey, Raven & Ahn, 1999; Biederman, Fairhall, Raven & Davey, 1998; Biederman, Davey, Ryder & Franchi, 1994; Biederman, Ryder, Davey & Gibson, 1991). In these studies which used a within-subjects design (discussed in detail elsewhere, e.g., Robertson & Biederman, 1989), children were instructed using live models in life skills under two contrasting conditions-active (hand-over-hand) modeling vs. passively observed modeling. In this design there is perfect control of subject-relevant variables such as diagnosis, age, sex, and prior learning, because each child receives both conditions. Any significant differences in training outcomes are attributable to the differences in training conditions. In fact, evidence over a decade of research has consistently indicated that the standard instructional practice of interactive (hand-over-hand) modeling in classroom settings may be counterproductive in teaching fine motor skills to students with little or no active language and with other severe developmental delays (Biederman, 1993). …

Video Modeling for Individuals with Autism: A Review of Model Types and Effects

Abstract Efficacy research on video modeling as an instructional approach for individuals with autism has been found to be a promising area for teachers and researchers. Over the last three decades the literature has shown successful use of video modeling for teaching a variety of social, academic, and functional skills. The purpose of this literature review is to describe one specific aspect of video modeling, namely, to examine video modeling studies from the perspective of the impact of the model. To this end studies have been categorized as models using adults, peers, self, point-of-view, and mixed model approaches. Descriptive summaries and analyses of outcomes are provided for each study. ********** As a group, individuals with autism appear to have strengths processing visual stimuli (Bryan & Gast, 2000; Hodgdon, 1995) resulting in many instructional strategies comprised of a heavy emphasis on visual cues; for example, PECS, Social Stories, and individualized multimedia activity schedules (Bondy & Frost, 1994; Charlop-Christy, Carpenter, Le, LeBlanc, & Kellet, 2002; Gray & Garand, 1993; Kimball, Kinney, Taylor, & Stromer, 2003). Instructional modeling, teacher demonstration of expected behaviors or skills, complements the visual strengths of students with autism. Video modeling is a behavioral technique that uses videotapes rather than live scenarios for the child to observe, thus allowing the focus of attention to be concentrated on the stimulus tape. Video modeling is the procedure of videotaping targeted behaviors in order to expand the learner's capability to memorize, imitate, and generalize or adapt targeted behaviors (Hitchcock, Dowrick, & Prater, 2003; Neumann, 2004). Videos can be developed to be used instructionally to emphasize salient social cues, specific social and communicative behavior, and sequences for task completion (Quill, 2000). Video modeling is particulalty effective in ABA programs in teaching behaviors to children with autism (Nikopoulos & Keenan, 2006). Video technology is one facet of positive behavior supports for individuals with disabilities (Sturmey, 2003). In part, the popularity of video modeling is a result of teachers' needs to find effective approaches to meet the instructional characteristics of children with autism. Video modeling is innately appealing to instructors who find live modeling to be very time consuming. Charlop-Christy, Le, and Freeman (2000) found that video modeling resulted in quicker rates of acquisition and increases in generalization in comparison to live modeling. Video modeling is also more cost efficient and requires less time for training and implementation than in vivo (live) modeling (Graetz, Mastropieri, & Scruggs, 2006). Once the tape is created, the video can be used repeatedly and teachers can assign the instruction to paraprofessionals with the confidence that the lesson will be delivered in a standardized manner (Ayres & Langone, 2005). Additional benefits to video modeling include an increased ability to gain and hold the student's attention as well as the ability to have complete control over the observed stimuli (Dorwrick, 1991). Video modeling has theoretical roots in the social learning theory work of Bandura (1969), which called attention to the ability to learn through observation. Observing or watching the consequences of behaviors exhibited by others can vicariously serve to reinforce or punish the viewer. If an individual sees that others in the class receive praise for starting their work immediately upon request, the individual's likelihood of starting work immediately upon request increases to the degree that the praise is a reinforcer. Principles of social learning theory contribute to the effectiveness of video modeling (Aspy & Grossman, 2007). Most individuals with autism do not engage in incidental learning to instinctively gather information from their environment. …

Video modelling to educate patients.

Changes in health care delivery in the United States of America due to economic pressures have required nurses to develop innovative instructional materials for educating patients and families. Educational materials such as videotapes, specifically designed to provide information and promote active participation in treatment decisions, can be effective tools for empowering patients. A comprehensive analysis in 1988 concluded that the concept of 'video modelling' or 'behavioural modelling' offered the greatest benefit of videotaped presentations. The purpose of this integrative literature review was to examine the concept of video modelling and its applications in clinical practice. A computer search of the electronic databases of Medline and CINHAL between 1990 and 1999 produced a total of 40 research studies on video instruction for patients. Based on criteria for inclusion, 18 research studies involving video modelling were reviewed and three major uses were identified: (1) assisting decision making regarding treatment options; (2) reducing pre-procedural anxiety and improving coping skills; and (3) teaching self-care practices. The studies reviewed included a variety of research designs, clinical settings, and patient populations. Despite these differences, several benefits to the use of video modelling were found. Patients who viewed videotapes regarding treatment options had a greater understanding of the risks and benefits of those choices and were more apt to be active participants in decision making. Collective results of the studies focusing on stress and coping revealed that preparatory videotapes using video modelling could have a positive effect on reducing anxiety and physiological arousal during stressful procedures. With self-care practices, several of the studies found that there was an increase in desired behaviours in people whose educational programmes included video modelling. The use of video modelling has potential benefits for clinical practice in facilitating knowledge acquisition, reducing preparatory anxiety, and improving self-care. Nurses must become more actively involved in evaluating various teaching approaches used with patients to enhance practice and outcomes.