Video Prompting

Summary of Video Prompting

Another type of VBI is video prompting. Video prompting is particularly useful when trying to teach a skill that requires a student to perform multiple steps in order to successfully complete a task. In this type of VBI a person is performing the desired skill, while the skill is being performed there is a narration of the current step being performed. During video prompting students will pause and watch each step of the video individually. After stopping the video the student will complete the particular step that was illustrated in the video. They will continue this pattern until the task is complete (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. Video Prompting is beneficial for skills that consist of many steps. This type of VBI consists of a narration.

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.) A voice over will also need to be recorded that dictates what to do for each step.

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 a step of the video for each student and then the student will perform that step. Then the video will resume. This will occur until completion. It is important to explain to the students how this will work as they may get frustrated when the video is paused unexpectedly.

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

A study by Canella-Malone et al. (2011) illustrated the differences between using Video Modeling and Video Prompting. The participants in the study were seven individuals with severe disabilities. Most of the students have ASD in the study and one student in deaf. The participants belonged to an urban school designed for students with severe disabilities. The study, focused on teaching two life skills: laundry and washing the dishes. Each student participated in both activities. There were videos developed for each skill. Each video consisted of the same number of steps overall. The videos were filmed from the person’s perspective, meaning they only saw the hands completing the task and not the extra stimuli that could cause a distraction from the task. Baseline data was collected. The students were taken to the location where the task is performed and were instructed by their teacher to complete each step. The next paragraph explains how students started the VBIs (Canella-Malone et al., 2011).

The students began the VBI. Quickly it was realized that video prompting was much more beneficial in the student’s acquisition of the targeted skills. If the students were not progressing with video modeling but were with video prompting they would perform both tasks with video prompting. There were several error corrections utilized during the study to assist students with learning the target skills. One method consisted of repeating the video for clarification if the student still did not understand the student would watch the instructor complete the step. If this intervention was not effective the instructor would perform the task in front of the student. The instructor would perform each step with narration and then the student would imitate. This intervention proved to be effective for students who were struggling. Overall the VBI that proved to be more effective was Video Prompting, likely because the videos are shorter and able to hold the student’s attention. This is also a skill which requires numerous steps. An activity which requires multiple steps can be very challenging for students with disabilities, typically dividing the activity into manageable steps is more effective until the students become more comfortable with the task. There was one participant who was deaf but this did not affect their completion of the tasks because of the visual. The audio narration was not needed for this student to complete the designated skills. This brings up the discussion of whether or not narration is necessary for results (Canella-Malone et al., 2011).

Cannella-Malone, H. I. , Fleming, C. , Chung, Y. , Wheeler, G. M. , Basbagill, A. R. , Singh, A. H. (2011). Teaching daily living skills to seven individuals with severe intellectual disabilities: A comparison of video prompting to video modeling. Journal of Positive Behavior Interventions. 13(3), 144-153. doi: 10. 1177/1098300710366593

Video Example