By Brian Mac Farlane, MA.Ed
BMF Consulting Group
Literature
Review:
All
the research studies I reviewed were determined to meet the NPDC of ASD’s
criteria as an evidence-based practice. My review studies covered the domains of communication,
social, academic/cognition, and play, and functional skills were represented . These studies actually serve as
the foundation for the evidence base research in which video modeling was
implemented in home and school settings. So, the evidence-based research results affirmed
how video modeling can be effectively implemented with learners from early
childhood , middle school, and even adulthood. In addition, these research studies also supported the statistic the Autism is
prevalent in males as each study participants gender was male.
Methods and practices fell within group as well as
single subject research guidelines. The purpose of the research investigations can be summarized into an attempt to test the effectiveness
of videotaped modeling as a means of promoting
generalization across social settings.
Dependent
and independent variables were well outlined and clear to the reader. Quality
indicators for describing participants were sufficient and at times extensive.
The interventions were insightful and the data analysis provided an adequate
link to key research questions. I was
particularly pleased with how each research team assessed not only the fidelity
of implementation but examined the quality of implementation in their discussions.
In addition they commonly used studies used multiple baseline across subject
design, established design control, and the results documented patterns that demonstrated experimental
control. Each research study exhibited
social validity in typical physical and social contexts. However, external
validity proved problematic as experimental affects are
difficult to replicate across participants, settings, and materials. For example,
the three participants in the Haring, Kennedy, and Adam research, were able to
generalize purchasing skills in only three targeted stores, but not across all
stores. Although the videotape simulation method seemed to be effective,
simulation techniques (especially when used without concurrent training in a
natural environment) have shown an inconsistent pattern of effectiveness (Coon,
Vogelsberg, & Williams, 1981).
In
conclusion, the videotape modeling procedure used in each of the six research
studies resulted in increased independent functioning and social responding for
the participants. More importantly, the studies represented a positive addition to the growing literature on the importance
of utilizing video modeling with
children with autism. Video modeling is a promising method for
promoting social skills in these children (LeBlanc et al., 2003;
Sherer et al.,2001). However, there is a
widely held consensus for further
research with videotape modeling. The scope of future research may attempt to
identify the effects of teaching
peer-directed social skills or examine
the impact of feedback on the acquisition of social language skills. Finally, I agree with Apple, Billingsley, and
Swartz call for further research investigation to uncover methods that could
be employed when video modeling is not successful. Expectantly, this future
research might provide educators with possible alternatives to teach compliment
giving and other similar and complex social initiations.
Information Brief:
Video modeling is
a strategy involving the use of videos to provide modeling of targeted skills
(Bellini & Akullian, 2007). There are four types
of video modeling (basic video modeling, video self-modeling, point-of-view
video modeling, and video prompting). Basic
video modeling involves recording someone besides the learner engaging in
the target behavior or skill (i.e., models). The video is then viewed by the
learner at a later time. Video self-modeling is used to record the
learner displaying the target skill or behavior and is reviewed later. Point-of-view
video modeling is when the target behavior or skill is recorded from the
perspective of the learner. Video prompting involves breaking the behavior skill into
steps and recording each step with incorporated pauses during which the learner
may attempt the step before viewing subsequent steps. Video prompting may be
done with either the learner or someone else acting as a model. Video modeling
can
enhance children’s abilities to independently complete unfamiliar or complex
directions by condensing the content to only essential information (Williams, Goldstein,
& Minshew, 2006). All four types of
video modeling can be effective learning strategies because they allow the
student to focus on what is important in mastering targeted behaviors.
According
to current legislation (i.e., No Child Left Behind Act of 2001, Individuals
With Disabilities Education Act), instructional strategies used in classrooms
must be scientifically research-based (Simpson, Myles, & Ganz, 2008). Visually
based instruction such as video modeling, a research supported intervention,
may be more appropriate and effective than other approaches for students with
ASD for a number of reasons (Bellini & Akullian,
2007; Delano,
2007b). Similarly, video modeling
exemplify evidenced – based practice criteria because it methodology abide by the
approved criteria of Evidence-based research. Further, video
modeling and contemporary research suggest that video modeling can be
effectively implemented with ASD learners from early childhood through middle
school. Additionally,
visually based interventions support an ASD students’ ability to shift
attention (Quill 1995,1997, 1998), make abstract concepts more concrete
(Peeters, 1997), and may be less socially stigmatizing than verbal reminders by
adults or companions when in the presence of peers. Although there are limited evidence based research to support widespread
use at the secondary levels, I would consider utilizing this learning strategy with
ASD students at the secondary level who are sensitive to verbal reminders or
non – responders traditional
intervention strategies.
Benefits of Video
Modeling
• Increase
appropriate social interactions • Improve conversation skills
• Improve daily
living skills •
Improve play skills
Steps for Implementation: Ten steps
are outlined below which describe how video modeling is implemented with
learners with ASD.
Step 1.
Targeting a Behavior: teachers/practitioners focus on
identifying a behavior for the learner with ASD to acquire and then clearly
describe it so that accurate data can be collected throughout the intervention
process to monitor its effectiveness
Step 2. Having the Correct
Equipment: practitioners must have
access to two basic pieces of equipment to implement video modeling techniques
with learners with ASD: (a) something to make the video and (b) something to
show the video (Sigafoos et al., 2007).
Step 3. Planning for the Video Recording: Creating a script or task analysis of the skill that is being
taught is very important for video modeling. A task analysis is helpful for
breaking down a complex skill into a sequence of several behaviors (e.g., all
the steps in learning how to make a bed, how to use a microwave oven). It
should include a list of all of the steps needed to complete the target behavior
(Sigafoos et al., 2007).
Step 4. Collecting Baseline Data : Videos used during the intervention should be determined by
baseline data. For example, if the learner already knows the first three steps
in shoe tying, only the remaining steps could be included (Sigafoos et al.,
2007).
Step 5. Making the Video : teachers/practitioners make the video that
will be used to teach a specific skill during the video modeling intervention.
Step 6. Arranging the Environment for Watching the Video : Teaching should take place in the most natural setting and at
times when the target behavior can be used in a functional way (e.g., making a
sandwich at lunch time with the video being shown right before). It is
important to use the same materials during the intervention as those that are
used in the video (Sigafoos et al., 2007).
Step 7. Showing the Video : teachers/practitioners
show the video that demonstrates the use of the target behavior to learners
with ASD.
Step 8. Monitoring Progress : Once the learner is consistently using the
target behavior, fade the use of prompting (as appropriate) and the video to
promote maintenance of the behavior (Sigafoos et al., 2007).
Step 9. Troubleshooting if the Learner is Not Making Progress In this step, teachers/practitioners
adjust or change tactics to help learners with ASD acquire the target behavior
if they are not making adequate progress.
Step 10. Fading the
Video and Prompting Scene fading
involves gradually removing scenes or parts of the task from the video that the learner has mastered
(Sigafoos et al., 2007).
In conclusion, video modeling built
its foundation on social learning theory, which emphasizes people can learn by observing
and then replicating these actions. Although the steps may seem cumbersome to
practitioners, the overall benefits far outweigh the cost in time and
materials. These strategies respond to
stimulus over selectivity by assisting students in focusing and maintaining attention
to relevant stimuli (Shipley-Benamou,
Lutzker, & Taubman, 2002). Therefore
visually based approaches like video
modeling may help address pervasive difficulties in students with
ASD. Unfortunately, more research is needed as the number of
students diagnosed with ASD increases.
Literature
Review Sources:
Apple, A., Billingsley,
F., & Schwartz, I.(2005). Effects of video modeling alone and with
self-management on compliment-giving behaviors of children with high-functioning
ASD. Journal of Positive Behavior Interventions, 7, 33-46.
Charlop, M. H., & Milstein,
J. P. (1989). Teaching autistic children conversational speech using video
modeling. Journal of Applied Behavior Analysis, 22(3), 275-285
Haring, T. G.,
Kennedy, C. H., Adams, M. J., & Pitts-Conway, V. (1987). Teaching
generalization of purchasing skills across community settings to autistic youth
using video tape modeling. Journal of Applied Behavior
Analysis, 20, 89-96.
Maione, L.,
& Mirenda, P. (2006). Effects of video modeling and video feedback on
peer-directed social language skills of a child with autism. Journal of
Positive Behavior Interventions, 8, 106–118.
.Nikopoulos, C. K.,
& Keenan, M. (2004). Effects of video modeling on social initiations by
children with autism. Journal of Applied Behavior Analysis, 37(1),
93-96.
Shipley-Benamou, R.,
Lutzker, J. R., & Taubman, M. (2002). Teaching daily living skills to
children with autism through instructional video modeling. Journal of Positive Behavior Interventions,
4, 165–175.
References:
Bellini, S.,
& Akullian, J. (2007). A meta-analysis of video modeling and video
self-modeling
interventions for children and adolescents with autism spectrum disorders. Exceptional
Children, 73,264–287.
Coon, M. E.,
Vogelsberg, R. T., & Williams, W. (1981). Effects of classroom
transportation instruction on generalization to the natural environment.
Journal of the Association for the Severely Handicapped, 6(2), 46-
53.
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