Point of View Video Modeling

Summary of Point of View Video Modeling

This type of VBI focuses on the completion of the task the most. It eliminates any distractions that may be present in the video because the video focusing only on the student’s hands. Point of-view modeling is videos created from the perspective of the person completing the task. This often means that the viewer will only see a pair of hands performing the task. Often students with disabilities will fixate on certain aspects of the video that are not pertinent to completing the task at hand. For students that have trouble concentrating this may be a beneficial strategy for them. The video consists of the actor’s hands completing the task and a narration of the steps (Hughes & Yakubova, 2016).

Step by Step Implementation

1. Obtain consent for any children to appear on video for education 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. Point of View Video Modeling focuses only on what is completing the task. Often this focuses on the hands assembling something.

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. The video should be filmed from the persons point of view. This will differ depending on the target skill. If it is focusing on social skills for example you would only see the people the person is talking to. If the person is assembling something you will only view their hands.

8. Edit the video and 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. This consists of playing the video for the student and then after asking the student to then imitate the skill. 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

In a study conducted by Laarhoven et al. (2012) point of view video modeling was used to determine if it is an effective tool to help student maintain and generalize various vocational skills. Six high school participants with Autism Spectrum Disorder and developmental disabilities were chosen for the study, one being non-verbal. These students all participate in a vocational program during their school day to learn the necessary skills to function in the real world. Many of the students are very good workers and are motivated but they do have some challenges such as maintaining personal space, reliance on adults to complete tasks and becoming upset or aggressive due to anxiety. Work tasks the students complete are differentiated according to their abilities: Three of the students work at Buffalo Wild Wings, two students work in the school and one works in the classroom. Each student was assigned various work tasks at their location. One task was taught via point of view video modeling while the other did not have any video modeling. The majority of the tasks were related to each other such as Portioning Prep and Portioning Cleanup (Laarhoven et al. , 2012). The process of the intervention is described in the next paragraph.

The videos were created from the perspective of the person completing the vocational tasks. Narration of the necessary steps was provided by the student’s vocational teacher. One difference from previously discussed studies in this literature review is that students were given this video to watch for homework over a break. They were instructed to watch the video at least 10 times over the two week break. They were taught how to maintain the video viewing log and the log required parental signatures. When the students returned from break they watched the video one more time in school. The students then went to their vocational sites and completed their specific work tasks. The results concluded that all students increased their independence with both tasks with and without the point of view video modeling although the increase for the task with video modeling was much greater for all students proving it to be an effective strategy. One of the reasons why both tasks saw an increase was that the majority of the tasks saw similarities as discussed earlier. The students received reinforcement from the point of view video modeling of one task and this may have enabled them to perform better at the second task without the video modeling. This study saw a large increase on the students’ ability to work independently (Laarhoven et al., 2012).

Laarhoven, T. V. , Winiarski, L. , Blood, E. , Chan, J. M. (2012). Maintaining vocational skills of individuals with autism and developmental disabilities through video modeling. Education and Training in Autism and Developmental Disabilities, 47(4), 447-461.

Video Example