Video Self Modeling

Video modeling is used to teach a child social skills, routines, and strategies that they can use in their daily life (McCoy, 2007). Visual media has been shown to be especially effective for the Autistic population (McCoy, 2007). Video self modeling has been shown to reduce unwanted behaviors, increase social interaction, and teach self help skills (McCoy, 2007).

Making this video can be a therapeutic activity in itself then the video can be used in future sessions. When picking a topic to make a video model for it is important to consider the student's needs and strengths. The video should be about a skill that can be modeled and is typically going to be the same when the child encounters it in real life. For example, a child might need help asking the lunch lady for their preferred food and getting through the lunch line. To make the video they would follow these steps

How to Make a Video Model

1. Choose a behavior to target.

2. Gather the correct equipment. Any video recording device and any materials that they will need for the video.

3. Collect Baseline data. Observe and collect data on the behavior you have chosen to target.

4. Plan the video recording. Write a “script” outlining every task they need to accomplish and specific phrases we expect them to say if applicable.

5. Record the video. The child does not need to do everything perfectly in one take, edit the video to make sure the model is complete and correct. Prompt the child during filming as needed.

7. Show the video.

8. Collect Data to Monitor Progress. Consider using a +/- data collection sheet. Record how many redirections or prompts they need to be successful.

9. Fade the Video as Needed. As the child generalizes the skills shown in the video the prompt may not be needed anymore (Merrill, 2015).

Video modeling can be used without self modeling, but the process of creating the self modeled video is also a learning opportunity for the student (McCoy, 2007). Many students may respond more positively to seeing their self model than they would with an adult model (McCoy, 2007).

Example goal:

In 6 months the student will independently participate in classroom routines and activities with 100% accuracy as observed by SLP data collection

Cueing hierarchy

Because there are a variety of things that can be targeted in a video model specific cues will have to be tailored to each student. General cues that might be helpful include

Reminders of what step comes next
Cues on what to say

References

McCoy, K., & Hermansen, E. (2007). Video Modeling for Individuals with Autism: A Review of Model Types and Effects. Education and Treatment of Children, 30(4), 183–213. http://www.jstor.org/stable/42899952

Merrill, A., & Risch, J. (2015). Implementation and effectiveness of using video self-modeling with students with ASD. Indiana Resource Center for Autism. Retrieved December 16, 2022, from https://www.iidc.indiana.edu/irca/articles/video-self-modeling.html

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