Video Modeling & Video Self-Modeling:
Research to Practice
VDOE T/TAC
Autism Priority Project
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Visual Strategies for intervention
and to teach new behaviors
Social Stories™, Comic Strip Conversations, Gray, Carol
Power Cards, Gagnon, E.
The Incredible Five Point Scale, Dunn Buron, K., Curtis,M.
Incidental Teaching
Schedules
Task Lists
Scripts
Cue Cards
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But . . . What if the child could
actually see themselves or
peers performing expected
behaviors?
Would behavior change
and could it be a more
significant change?
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Yes! Yes! Yes!
If I can see it,
I can do it!
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Temple Grandin
“I think in pictures. Words are like a
second language to me. I translate both
spoken and written words into full-color
movie, complete with sound, which run
like a VCR tape in my head. When
somebody speaks to me, his words are
instantly translated into pictures.”
From Thinking in Pictures (p.1)
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Social Learning Theory and
Modeling History
Albert Bandura:
– Theories of Social
Learning & Self-Efficacy
– The Bobo Doll Studies
(1977)
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Bandura Bobo Doll Studies
Young children viewed a young adult beating
on a Bobo doll
– hit with hammer, sit on it, yell at it
When presented with a Bobo doll and
hammers, children interacted with the Bobo
doll as they had seen the model do without
any reinforcement or adult encouragement
http://psychclassics.yorku.ca/Bandura/bobo.htm
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http://www.holah.karoo.net/bandurastudy.htm
Bandura Findings
Human behavior is primarily learned by
observing and modeling others.
Observational learning is a cognitive and
behavioral change that occurs as a result
of observing others engaged in similar
actions (Bandura, 1986)
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Observational Learning Process
Four pivotal factors that need to occur:
1. Attention- viewer identifies with model
2. Retention-retain images seen
3. Reproduction-reproduce actions
within own repertoire
4. Motivation – reason to imitate actions
From “Video Modeling: Why does it work for
children with autism?” by Corbett & Abdullah, 2005
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What is Video Modeling and
Video Self Modeling?
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Video Modeling
A procedure in which a learner is
shown a videotape of a model
performing a target behavior or
completing a desired task (Sigafoos, O’Reilly,
& de la Cruz, 2007)
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Greetings Game Video Model –
http://www.youtube.com/watch?v=cER_vv_CWGM&feature=relatedvideo
Adult Model - Firefighter
• http://www.youtube.com/watch?v=T0
7l3kW7TJM
Video Modeling
Most effective models include individuals
• close to the observer’s age
• who have similar characteristics (gender,
personality, race and mood) and
• are functioning only slightly above the
observer
Buggey, T. (2005) VSM Applications with Students with ASD in a Small Private
School Setting
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Video Self-Modeling (VSM)
Intervention where observers are
shown videotapes of themselves
successfully engaging in an
activity
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Video Self-Modeling (VSM)
VSM is a technique that allows:
Feedforward - a student to view
themselves as they could be
in the future (Dowrick)
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Shirley Video
Videotaped Self-Modeling (VSM)
Positive Self-Review – student to
view only positive
performances of a behavior
that has been targeted for
intervention (Dowrick)
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Videotaped Self-Modeling (VSM)
VSM increases self-efficacy – the belief
that one can succeed
Bandura (1982) proposed that:
“a person has a greater chance of learning a
behavior and gaining a perception of selfcompetence, when s/he perceives a greater
chance of success or self-efficacy”. (Whitlow)
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Research on Video Modeling and
VSM
• Problem
Behaviors
• Social skills
• Communication
• Academic
Engagement
• Impulsivity
• Adaptive
Behavior/Daily
Living Skills
• Athletic Performance
• Reading Fluency
and Comprehension
• Math Achievement
• Articulation
Disorders
• Selective Mutism
• Phobias/Anxiety
(Speaking, Social,
Specific, etc.)
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Self or Others as Model???
• Some studies show that “using others
as a model is equally as effective as
using self as model” (Sherer et al.
2001).
• However some skills may be better
addressed through self as model such
as:
– Stuttering
– Reducing inappropriate behaviors
– Etc.
Live vs. Video Modeling
(Charlop - Christy et al., 2000)
• Video modeling more effective than live
modeling
• Video modeling led to better
generalization of skills
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Why it works in autism?
• preference for visual stimuli (Kinney et al., 2003)
• offers a way to learn through social models
without initial face-to face interactions
• benefit from visually cued instruction
• show strengths in processing visual rather than
verbal information
From “Video Modeling: Why does it work for
children with autism?” by Corbett & Abdullah, 2005
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Siskin Children’s Institute
• http://www.youtube.com/watch?v=nZ
v9sBtQbHE
Three Methods of generating video
Method 1
– Have students role-play or imitate
behavior that is being targeted
– Effective when targeting social or
language skills
– Video, edit, & watch
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Samples of Children
Modeling Desired Behaviors
• http://www.youtube.com/watch?v=Jz
F5DC7tsQ4
Method 2
– Provide the student with hidden supports
that will enable the him/her to complete
the task
– Video close footage of the student –
excluding the provided supports
– Edit out the supports
– Create the illusion that the student
completed the task without
assistance
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Avery and the ball
Example—Feedforward
Kayla (use PECS to talk to teachers)
Method 3
– Tape the student over a period of
time
– Edit the footage to show only the
desirable skills/behaviors that may
be more rarely performed
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Language AcquisitionBrady
• Brady- s, z, th sounds
Creating a Video Model
Steps:
1. Decide on behavior/skill to address
Questions to ask/consider:
– is this a behavior/skill that can be
addressed through a less time
consuming method
– is this behavior/skill impeding the
child’s learning or access to the
environment
– is this behavior/skill an important one to
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change/improve
Creating a Video Model
2. Do a task analysis of skill/behavior
-determine each skill needed in
sequence - create a storyboard
3. Establish Baseline through data
collection
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Creating a Video Model
4. Videotape skills/behaviors
5. Edit video so that only the desirable
skills/behaviors are seen (max 3 min)
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Creating a Video Model
6. Provide individual a set time to view
video of themselves demonstrating
desired skills/behaviors
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Creating a Video Model
7. Take data
-Take data during intervention
-Return to baseline
-Take data during maintenance
Tools needed to generate
VSM product
Video Camera - Digital video camera, digital
camera or VHS camera
Video-editing software
Computer with a CD or DVD burner
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Video Modeling/Video SelfModeling Web Resources
http://www.siskin.org/index.php?sid=89
http://www.alaskachd.org/video/
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Videos on the Web
Leon’s Movie
http://www.youtube.com/watch?v=GxBH1H82fbs
Deon’s movie
http://www.youtube.com/watch?v=SiUv4E9WnZc&feature
=related (This video reflects the work of Dr. Peter
Dowrick)
Siskin Children’s Institute: Breakthroughs in Autism
http://www.youtube.com/watch?v=3oaaveOzBko (This
video reflects the work of Dr. Tom Buggey)
New England Center for Children – NECC preschool
playroom
http://www.neccautismplay.com/ (This sight and video
are the work of Rebecca McDonald who does a lot of
research in the area of Video Modeling)
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National Professional
Development Center on
ASD
• Evidence Based Practices
• Brief on Video Modeling
http://autismpdc.fpg.unc.edu/
Videos on the Web
Greetings Game Video Model http://www.youtube.com/watch?v=cER_yy_CWGM&feature=relat
ed
Video Modeling Turn-Taking http://www.youtube.com/watch?v=Qjg3a3TqhKg&feature=related
Teaching Social Skills to Kids with Autism and Aspergers - used in
schools, homes, and therapy centers http://www.youtube.com/watch?v=J0nBatn5vUo
Video Modeling - Sharing http://www.youtube.com/watch?v=VZdl9Drl5GY&feature=related
Video Modeling - Firefighter http://www.youtube.com/watch?v=T07l3kW7TJM&feature=related
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References
Apple, A.L., Billingsley, F., Schwartz, I.S. (2005). Effects of video
modeling along and with self-management on compliment-Giving
behaviors of children with high-functioning ASD. Journal of Positive
Behavior Interventions, 7(1), 33-46.
Bandura, A. Retrieved from
http://www.des.emory.edu/mfp/BanEncy.html
Bandura, A. (1982). Self-efficacy mechanism in human agency
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 (3).
Buggey, T. (2007). A picture is worth . . . Video selfmodeling applications at school and home. Journal of
Positive Behavior Interventions, 9(3), 151-158.
Buggey, T. (2005) VSM applications with students with autism
spectrum disorder in a small private school setting. Focus on
Autism and Other Developmental Disabilities, 20(1), 52-63.
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References
Charlop-Christy, M. H., Le, L., & Freeman, K. A. (2000). A comparison
of video modeling with in vivo modeling for teaching children with
autism. Journal of Autism and Developmental Disorders, 30(6),
537-552.
Charlop, M.H., & Milstein, J.P. (1989). Teaching autistic children
conversational speech using video modeling. Journal of Applied
Behavior Analysis, 22, 275-285.
Clare, S.K., Jenson, W.R., Kehle, T.J. & Bray, M.A. (2000). Selfmodeling as a treatment for increasing on-task behavior.
Psychology in the Schools, 37(6), p. 517-522.
Corbett, B.A. & Abdullah, M. (2005). Video Modeling: Why does it
work for children with autism? Journal of Early and Intensive
Behavior Intervention, 2 (1), 2-8.
Creer & Miklich (1970).The application of a self-modeling
procedure to modify inappropriate behavior: a preliminary
report. Behavior Research and Therapy, 8, 91-2.
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References
Darden, F. (2006). Video self-modeling to facilitate visual symbol
learning in preschoolers with developmental delays. Dissertation:
Florida State University.
Delano, M.E. (2007). Improving written language performance of
adolescents with Asperger Syndrome. Journal of Applied
Behavior Analysis, 40(2), 345-351.
D'Ateno, P., Mangiapanello, K., & Taylor, B.A. (2003). Using video
modeling to teach complex play sequences to a preschooler with
autism. Journal of Positive Behavior Interventions, 5, 5-11.
Dowrick, P.W. (1991). Practical guide to using video in the
behavioral sciences. New York: Wiley.
Dowrick, Kim-Rupnow, & Power. (2006). Video Feedforward for
Reading. The Journal of Special Education, 39(4), 194-207.
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References
Greenberg, Buggey, & Bond - Video Self-Modeling as a Tool for
Improving Oral Reading Fluency and Self-Confidence (ERIC - #
ED471091).
Grandin, T. (1995). Thinking in pictures and other reports from my
life with autism. New York: Doubleday.
Nikopoulos, C.K., & Keenan, M. (2007). Using video modeling to
teach complex social sequences to children with autism.
Journal of Autism and Developmental Disorders, 37(4), 678693.
Simpson A., Langone, J., & Ayres, K. M. (2004). Embedded video
and computer based instruction to improve social skills for
students with autism. Education and Training in Developmental
Disabilities, 39(3), 240-252.
Wert & Neisworth. (2003). Effects of VSM on spontaneous
requesting in children with autism. Journal of Positive
Behavior Interventions, 5(1), 30-4.
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Questions???
Will video modeling work for your children and
families?
What do you need to make this happen?