Video Modeling

Summary of Video Modeling

One type of VBI is video modeling. The students will watch a video of a familiar peer or adult completing a specific task or demonstrating a positive behavior accompanied with an oral explanation. Teachers should create a script for the actors in the video in order to make sure the students will benefit from the video. The student will watch the entire video and then perform the task depicted in the video. These videos should be recorded in the natural setting, for example if a student is expected to hand cashier money at the grocery store, the video should be filmed at the grocery store in order to maintain the video’s authenticity. This type of VBI is suitable for students who do not struggle with retaining information and skills that do not require multiple 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.

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. (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 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

This study conducted by Charlop, Dennis, Carpenter and Greenberg (2010) helped students with Autism Spectrum Disorder develop socially expressive skills. This set of skills allows people to interact and form relationships with others. These skills include intonation, gestures, facial expressions and appropriate commentary. These four skills were the focus of the study in which the researchers chose video modeling to investigate effectiveness. The participants in the study were three males with ASD. All of the students had difficulties in relation to their socially expressive skills. Videos were designed and differentiated for each child in order for the intervention to be effective. A familiar adult was in the video. The students watched videos that depicted three different reactions to a situation. The reactions included a gesture, a comment, a facial expression and intonation. The students watched the videos and then were put into the situation during play time immediately following (Charlop et al., 2010).

The data concluded that video modeling was an effective strategy to implement for students with ASD in order to teach socially expressive skills. The students were able to acquire the ability to become more socially expressive at a rapid rate, generalized the skills in certain contexts and used a variety of responses instead of always referring to the modeled commentary. This study concluded that not only can video modeling be utilized to teach social skills, it can be utilized to teach more than one skill at a time (Charlop et al., 2010).

Charlop, M. H. , Dennis, B. , Carpenter, M. H. , Greenberg, A. L. (2010). Teaching socially expressive behaviors to children with autism through video modeling. Education and Treatment of Children, 33(3), 371-393.

Video Example