Video Self-Modeling

Summary of Video Self-Modeling

Video Self Modeling involves filming the student who will be utilizing the video for learning purposes. When deciding whether or not to utilize this video intervention it is extremely important to consider whether or not this particular student will like being filmed and watching themselves. Many students are uncomfortable with watching themselves on video or seeing themselves in pictures. This could cause disruptive behaviors, because of this it is essential to know the students preferences (Carnahan, Basham, Christmas & Hollingshead, 2012). When recording, the teacher may either have the student use a script or record the students performing the task authentically in the natural setting hand (Hughes & Yakubova, 2016).

Step by Step Implementation

1. Obtain consent for child 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 student who the intervention is for.

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 in order for generalization of the skill to occur.

Relevant Research Study

Burton, Anderson, Prater and Dyches (2013), studied whether or not video-self modeling was an effective method to teach functional math skills. The targeted skill in the study was being able to read a math word problem and complete the steps accurately. The problems focused on counting money and making change. The participants in this study were four male students with ASD. Each of these students participated in a self-contained special education classroom throughout their school day while participating in general education classes according to their ability levels. The baseline data was gathered and most of the students were able to complete at most two out of seven steps. In order to film the videos the students were given a script to read, after reading the step the student would complete the task. The teacher provided prompting as necessary which was then later edited out (Burton et al., 2013).

The students had to complete the following steps in order to be successful: read the problem/watch the video, identify the cost of the item, estimate amount to pay for item, give money to teacher, estimate the amount of change, calculate exact change and make exact change with the simulated cash register. Once the intervention had begun the increase in student achievement was immediate. The intervention was implemented twice daily, four days of the week. The ability to solve the math problems for all students dramatically increased. This study supports the notion that not only can VBI be utilized for social purposes but also for academic tasks (Burton et al., 2013).

Burton, C. E. , Anderson, D. H. , Prater, M. A. , Dyches, T. T. (2013). Video self-modeling on an i-pad to teach functional math skills to adolescents with autism and intellectual disability. Focus on Autism and Other Developmental Disabilities, 28(2), 67-77. doi: 10. 1177/1088357613478829

Video Example