in the Classroom and Workplace Created by Suzie Perry and Mary Keeney Presented by Mary Keeney amp Ann Gortarez Arizona Department of Education ESS Video Modeling Video modeling is a teaching method that uses assistive technology computers digital cameras etc as ID: 374398
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Slide1
Using Video Modelingin the Classroom and Workplace
Created by Suzie Perry and Mary KeeneyPresented by Mary Keeney & Ann Gortarez
Arizona Department of Education/ ESSSlide2
Video Modeling
Video modeling is a teaching method that uses assistive technology (computers, digital cameras, etc.) as a core component of instruction.
It
involves
the following basic components:
(
a) the individual being taught or other models are videotaped performing some targeted behavior,
(
b) the video recording is then played back to the learner, and
(
c) the learner is prompted or asked to perform the behavior.Slide3
Take a look!
Prezi LinkSlide4
Why does this work?
Stand
up~Pair
up~and
Share!Slide5
4 Types of Video ModelingVideo self-modeling
Video modelingPoint-of-view video modelingVideo promptingSlide6
Video Self Modeling
The primary model
is the
actual student.
The video is played for the learner
before
each teaching situation.
After the video is finished, the learner is prompted to perform the behavior.
Prompting, reinforcement, and repetition are often needed throughout the observation and performance parts of video modeling.
Inappropriate or other behaviors are edited out of the final video
.Slide7
Video Modeling
The primary model is
someone other than the student.
The video is played for the learner
before
each teaching situation.
After the video is finished, the learner is prompted to perform the behavior.
Prompting, reinforcement, and repetition are often needed throughout the observation and performance parts of video modeling.Slide8
Point-of-View Modeling
The targeted behavior is videoed as it would look through the student’s eyes.
Only the hands
of the model
and the materials being used are
seen in the video.
http://youtu.be/b6t7nALqa50Slide9
Video PromptingShows sequence of task or behavior
in different clips The task is broken down into parts.Not shown start-to-finish.
The student views one part, followed by a pause.
At the pause, the student is asked to perform that part of the task.
The process is repeated until the entire sequence of behaviors is complete.Slide10
You DecideExample: P B & J
Tying your shoePicking up your roomGetting lunch tray in cafeteriaStaying on topic
Solving a multiplication problem
Taking a photograph
Going to the doctor or dentistSlide11
Which type
of VM fits best to teach:
Video Self Modeling
Video Modeling
Point of View
Video Modeling
Video Prompting
Tying your shoe
When you lose at a game
Getting lunch tray in cafeteria
Staying on topic
Solving a multiplication problem
Asking for help on an assignment
Going to the doctor or dentist
“I think I would use point of view video modeling to teach this to the students in my class; it is a developmentally appropriate skill.”Slide12
Who might benefit?*Students receiving special education services :
ASDEDADD/HDIDLDSLI
(Grammar, Articulation, Fluency, Pragmatics)
Students in RTI
Possible Limitations:
Under age 4
Significant ID
Attention and self-recognition issues
*obtain informed written parental consentSlide13
What can be taught?Any
desired/targeted behavior that can be observed, and thus filmed, is potentially a subject for self-modeling video:
Anything that can be videotaped!
Communication
Emotion recognition
Perspective taking
Adaptive
behaviors (going to the dentist, washing hands, using an ATM, zipping jacket, etc
.)
Academics
(staying on task, reading comprehension, fluency,
etc.)
Social initiation
Pretend and reciprocal playSlide14
Based on Jeff Sigafoos, Mark O'Reilly, and Berenice de la Cruz (2007). How
to use video modeling and video prompting. Austin, TX: Pro-Ed.Slide15
Step One:
Target the Behavior
Choose
a behavior that is important for the student to
learn.
D
escribe
and define the behavior in a way that is very clear.
Measurable
and observable behaviors are critical for monitoring
progress.Slide16
Step
Two
:
Have the Correct Equipment
Orient the camera properly.
“V.V.S
.”
Use
a tripod if necessary.
Eliminate background “noise” (visual and auditory).
Slide17
Step
Three:
Plan it Out
Task
Analyze
Create Script or Storyboard
Tells model what
they will need to say or do.
Lists
all of the steps needed to complete the target
behavior.Slide18
Step
Four
:
Collect Baseline Data
Document the parts of the skill the student is able to perform and not perform.
Used to measure progress after the video modeling intervention.Slide19
Step
Five:
Make Your
Movie
Decide which of the four types is best…then…Slide20
Step
Six
:
Plan to Show the Video
Plan when to show the videos.
Natural
times
Natural setting etc.
Have
learning materials ready.
Use the same materials during performance of the behavior as when videotaped.
Now Showing:
8:00 A.M. “Getting Off the Bus!”
12:00 P.M. “Washing Your Hands”
2:00 P.M. “Writing a Story”Slide21
Step
Seven:
Watch the Video with the Student
Provide prompts to gain or keep attention
.
Allow learner to watch an
appropriate*
number of times before expecting him to use the target
skill.
Student performs the skill in the authentic context.
*suggested= 3 or more times
(Finally!)Slide22
Step
Eight:
Monitor Progress
Collect post-intervention data.
What can they do independently?
What part of the video do they refer to when using the behavior?
After collecting data three to five times, if
progress is being
made
continue until
maximum proficiency.
Otherwise, see trouble shooting guidelines.Slide23
Step
Nine: Troubleshoot
if the Learner is Not Making Progress
Analyze data, checking for needed procedural changes.
To adjust the intervention, some reflection questions:
Is the learner watching the video enough times per week?
Is
the learner watching the video, but not attending to the most relevant parts?
Is
the learner getting enough prompting from adults and/or peers to use the target behavior?
Is
the learner receiving the appropriate amount and type of reinforcement for performing, or attempting to perform, the target behavior(s)?
Is
the video too complex?
Would slowing it help? Muting the audio?
Does
another task analysis need to be completed to make sure that the video includes the correct steps?
Does
the learner have the skills (e.g., imitation, learn by observation) needed to benefit from video modeling?
Implement
the adjustments.Slide24
Step Ten.
Fade
the Video and
the Prompts
Fade
the use of prompting to encourage independent use and to promote
maintenance by:
Delaying
start/premature
stop
Only the particular scene where the mistake has been occurring is played for the learner to
rewatch
and practice
G
radually
removing scenes or parts of the task from the video
Teachers/practitioners
allow the learner to continue watching the video to some extent if it is appropriate, enjoyable for the learner, and supports the behavior. Slide25
ExamplesSlide26
ResourcesLearn more about all
the evidence based practices, including video modeling, at:http://autismpdc.fpg.unc.edu/content/briefs
Using
Video Modeling to Teach Reciprocal Pretend Play to Children with
Autism:
http
://www.ncbi.nlm.nih.gov/pmc/articles/PMC2649844
/
Video Modeling: What is it and Why Use it?:
http://
www.autismclassroomnews.com/2013/07/video-modeling-what-is-it-and-why-use-it.html
A Meta-Analysis of Video Modeling and Video Self-Modeling Interventions for Children and Adolescents with Autism Spectrum
Disorders
http://nichcy.org/research/summaries/abstract72 Slide27
Resources (cont’)OCALI’s Autism Internet Modules (including video modeling)
http://autisminternetmodules.org/ Tom Buggey
, Ph.D.,
a researcher at Siskin Children's Institute and the University of Tennessee at Chattanooga, conducts VSM research with children enrolled at Siskin Early Learning
Centers
http
://www.siskin.org/www/docs/12
/
Our
Symbaloo
:
https://
www.symbaloo.com/mix/videomodeling?searched=true
Slide28
This presentation was a collaboration between the following Exceptional Student Services Units: Special Projects-Assistive Technology
&Professional Learning and Sustainability
2014
Thank you!Slide29
Bonus Track“Jacob” stands in line:http://
www.youtube.com/watch?v=NfjKnRBC71c