Portable Video Modeling

Summary of Portable Video Modeling

Portable video modeling is quite similar to video modeling, the difference being allowing the student to practice the desired behavior/ skill in the authentic setting. With the advancement of technology, it has become possible to show videos designed to help students develop a particular skill in the natural environment where the skill is utilized and also gives teachers the opportunity to show the video right before the behavior is expected, making the situation as authentic as possible (Carnahan, Basham, Christmas & Hollingshead, 2012).

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. Portable Video Modeling should be filmed and watched in the authentic environment. You must have the required technology in order for this intervention to commence.

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 in authentic environment. Be sure to only film targeted skill as well as only the students who you have consent to film.

8. Edit the video and save on multiple devices. Since this is a portable intervention be sure to save the video on the devices so lack of internet access doesn't interfere with the intervention.

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 in the authentic environment 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

Portable video modeling was utilized to increase the frequency of giving compliments in students with ASD. The study by Macpherson, Charlop, and Miltenberger (2015) examined the question if portable video modeling will help students learn a target behavior by being exposed to the video in the natural environment. The participants in the study were five students with ASD in elementary and middle school. None of these children have demonstrated familiarity with the concept of giving compliments to others. The study was conducted during gym or an athletic game. The videos used featured familiar adults, such as teachers and aides, giving different verbal compliments and complimentary gestures. The adults in the video spoke very slowly and looked directly at the camera. The compliment was always given after someone kicked a ball in kickball (Macpherson, Charlop, & Miltenberger, 2015).

The students were shown the video during the kickball game. They watched the video after reaching second base. After watching the video they would be instructed to do what they saw modeled in the video. The results indicated that video modeling increased the amount of complimentary behaviors in regards to students with ASD. All the students used a higher frequency of verbal compliments during the athletic game but many did not generalize the skill meaning they didn’t utilize the skill in other settings. Many students used different compliments than were shown in the video which showed they were able to adapt the information. Overall this study showed that using video modeling in natural settings can alter social behaviors in students with Autism Spectrum Disorder (Macpherson, Charlop, & Miltenberger, 2015).

Macpherson, K. , Charlop, M. , H. , & Miltenberger, C. , A. (2015). Using portable video modeling technology to increase the compliment behaviors of children with autism during athletic group play. Journal of Autism and Developmental Disorders, 45. 3836-3854. doi: 10. 1007/s10803-014-2072-3

Video Example