Continuous Video Modeling

Summary of Continuous Video Modeling

This type of VBI is a newer intervention that differs from the others described in one key component. The other types of VBI listed allow a student to play the video and then complete the task. The students are even allowed to play it multiple times. The difference in this type of VBI is that the video will play on a loop allowing students to complete the task while watching the video. This allows the student to refer back to the video as needed and even follow along. Continuous video modeling may prove to be most effective with tasks that require students to perform repetitions of the same task such as washing dishes. This type of VBI is effective in hoping to reduce the amount of prompting needed for students to complete a task (Mechling, Ayres, Bryant, & Foster, 2014).

Step by Step Implementation

1. Obtain consent for any children to appear on video for educational purposes.

2. Identify target skill.

3. Determine what type of VBI would be most effective to teach target skill and which would allow the student to access the material. Continuous Video Modeling may be effective for repetitive tasks as well as for students who may need to watch multiple times to complete the task.

4. Collect Baseline data of the target skill in order to measure growth and effectiveness of intervention.

5. Identify which technology will be used to record and view the video.

6. Write script and go over script/procedure with student/staff. (This step is not necessary if you intend on recording the target skill when it happens spontaneously.)

7. Film target skill. Be sure to only film targeted skill as well as only the students who you have consent to film.

8. Edit the video. You will need to make the video repeat itself multiple times, the purpose of continuous video modeling is that the student will perform the task as the video plays on a loop. Be sure to save on multiple devices.

9. Train paraprofessionals how to implement the intervention. If necessary teach students how to utilize the technology to view the video.

10. Begin intervention. Be sure to convey to the students that the video will play on a loop and that they will perform the task simultaneously with the video. Comprehension questions/prompts can be utilized if necessary.

11. Collect data during the intervention to measure effectiveness and growth.

12. Modify intervention based on the data collection.

13. If the student is seeing growth, begin to have the student perform the target skill in multiple settings/scenarios in order for generalization of the skill to occur.

Relevant Research Study

Mechling, Ayres, Bryant and Foster (2014) tested whether or not continuous video modeling was effective to assist with multi-step life skills tasks. Three high school students with moderate intellectual disabilities participated in the study. During the study the students viewed the videos in the natural location where they would perform the task. The videos filmed either focus on the model’s hands (point-of-view modeling) or on the whole body of the person depending on the task depicted in the video. Overall the intervention was successful but the results were not as great as was expected. All students showed massive improvement from the baseline but they all displayed difficulties during the intervention. One student was unable to stay in sync with the video which became frustrating for this student and affected their ability to complete the task. Another student wanted to stop the video and wait. In an effort to catch up sometimes students would skip a step. It appears the students were not taught how to use this intervention as they became more comfortable at it as they performed more tasks using Continuous video modeling. To use this type of intervention it is essential to explain to the students that the video will keep playing and they do not have to keep up rather perform all the steps correctly. Depending on the task this type of VBI could be very successful or ineffective (Mechling et al., 2014).

Mechling, L. C. , Ayres, K. M, Bryant, K. J. , Foster, A. L. (2014). Continuous video modeling to assist with completion of multi-step home living tasks by young adults with moderate intellectual disability. Education and training in autism and developmental disabilities, 49(3), 368-380.

Video Example

The above video was created by the author. This video was shot using both Point of View Video Modeling and Continuous Video Modeling. Continuous Video Modeling is often useful for repetitive tasks. Often students with ASD become distracted easily, I decided to eliminate anything that wasn't necessary hence the video focusing on only the hands and the task at hand. Every step was included in the video from turning on the laminator, waiting for it to warm up, laminating the papers and finally turning off the machine. Captions were included to aide the students during the process. There is also the option of including a voice over as well. As you can see the captions only appear 2 times each. This was a conscious decision made by the author. I did not want the students to rely on the captions to complete the task. As you can see the video is very repetitious. The video would be played while the student is performing the task. If the student is not yet finished with the task, the facilitator could skip to the middle of the video and continue the process until the student has finished.