VM Creation Tips

Visual Cues

Visual cues will be unique to the person's needs. Some individuals will benefit from text noting directions. Others prefer no text, and just audio, and still others prefer both. Preferences will be determined in conjunction with the client. Visual cues may also include shapes, such as X's, circles, and arrows. These visuals may help with motor planning.

Additional Considerations for Visual Cues (Contrast): When creating videos, it is important to consider the colors of all of the items in the video (i.e. the laces, shoe, ground, etc.) as well as the added visual supports (i.e. text, X's, circles, arrows, etc.). The colors should contrast from each other so that the viewer can easily see the movements and replicate them. Colors may also be used to draw attention to certain areas or to connect visuals.

Captioning: Captioning is one form of visual cue. However, it is important to only provide pertinent information to motor planning and avoid both visual and auditory clutter.

Prepositional Phrases: Prepositional phrases enhance the teaching of motor skills by using direct terminology, for example "Place the left lace over the right lace."

No Specific Formula

The main factor to note is that there is no specific formula to create effective VM. Any combination of filming equipment, microphones, and software can be used depending on your client and your own time and financial constraints.

Customizable

VM is customizable. It can be altered to fit the individuals' areas of strengths and relative weaknesses. This means that each of the other components can be tailored to fit each person, whether it be pace, motor skill teaching, or another area.

Activity Analysis

In order to customize the VM to fit the individual, an activity analysis must be performed, where the occupational therapist (OT) breaks down the occupation into steps. From there, the OT can tailor the video to best represent the occupation given the successes/challenges the individual is having.

Point of View

By positioning the camera from the viewers' perspective, there is less cognitive demand for individuals, making it easier to replicate the motor skills demonstrated.

Limited Visual Clutter

It is also important to consider the visual clutter in the video. In other words, does the background have unnecessary items that distract from the demonstrated task? If so, it is appropriate to stage the filmed environment so that only necessary items are in the shot. For example, in the image on the right, only the shoe, laces, person's leg and upper body, and a plain background are in the shot.

Pace

The video should be tailored to the individual's processing speed and allow enough time to complete the motor skill demonstrated. Additionally, videos can be paused, rewound, and fast-forwarded based on each individual's preferences and abilities.

Collaboration

The OT should collaborate with the client, and significant people in the client's life, such as teachers, employers, and parents, so that the visual teaching of the task matches the client's learning preferences.

Quality Audio

Because auditory processing tends to be an area of relative weakness, it is important to utilize microphones that do not add background noise, which can distract the viewer.

Motor Skills Teaching

Our project was unique in that we gathered feedback regarding the teaching of motor skills through various components of effective VM. Individuals with ASD tend to have relative weaknesses in motor planning and praxis, thus this was an area of focus. When demonstrating motor skills in VM, it is imperative that the frame of the video is focused on the specific movements (i.e. zoomed, with visual supports, and utilizing point of view).