Our Agenda
1. Governor’s Teacher Network – Action
Research
2. Let’s look at Autism and why Video
Modeling naturally fits!
3. My story – Implementing Video
Modeling
4. Technically speaking – it’s EASY!
Video Modeling Produces Success for
Students with Autism
Janet Courson, MA ed, NBCT
Beaufort County Schools
Bath Elementary School
What is Action Research?
• Systematic inquiry conducted by
teachers and other educators to find
solutions for critical, challenging,
relevant issues in their classrooms and
schools.
• Mills, Geoffrey E, Action Research: A Guide for the
Teacher Researcher, 2014
Part 1
WHY?
(What’s the problem? )
Facing the Facts
• Children are more likely to be
diagnosed this year with autism than
cancer, diabetes and AIDS combined.
• National Center on Birth Defects and
Develomental Disabilities reports
roughly 1 percent of children born will
be diagnosed with ASD. (The ABCs of
Autism www.special-learning.com)
According to Center for
Disease Control and
Prevention….
• 4 million births in US = 40,000 children
will eventually be diagnosed with mild to
sever ASD by age 8
Challenge for Educators
Autism – the fastest
growing developmental
disability.. 10 – 17
percent annually.
Brief definition of Autism
a severe neurodevelopmental disorder
characterized by qualitative impairment
before the age of three in verbal and
nonverbal communication, reciprocal social
interaction, and a markedly restricted
repertoire of activities and interests.
(American Psychiatric Association, 1994)
Let’s ask someone with
ASD!
• https://www.youtube.com/watch?feature
=player_detailpage&v=EuzE6lMQQmo#
t=171
• Video online of Temple Grandin I’ll
have a photo here
Pair & Share
Talk about Temple
What appeal would video modeling
have for students with autism?
Video Modeling’s Appeal to
Students with ASD
•
•
•
•
•
Preference for visual stimuli
Avoids face to face attention
Restrictive field of focus
Strengths in processing visual information
Video watching is view as a recreation Corbett and Abdullah (2005)
THINKING in Pictures!
How do we learn?
Bandura’s Social Learning Theory (1977):
Human behavior is primarily learned by
observing and modeling others.
NPDC on ASD
Video Modeling is evidence-based
practice and those who work with
individuals with ASD should be
encouraged to use it.
(Video Modeling : Overview 2010)
Evidence Based
Intervention Literature
Review
Charlop-Christy et al (2000) demonstrated
that video modeling led to faster
acquisition of skills and greater
generalizability than in vivo modeling in
children with autism.
Effective in less time!
• Video Modeling has been shown to take
approximately one-third of the time as
compared to in vivo procedures.
Part 2 Action Research
My Story : Implementing Video Modeling
Reflections
Types of Video Modeling
1. Basic Video Modeling
2. Video Self-Modeling
3. Point-of-view Video Modeling
Basic Video Modeling
• A teaching strategy in which the learner
watches a video of an actor other than
himself appropriately demonstrating a
specific skill or routine.
Single Subject Research
•
•
•
•
•
My Participant
Micah, a 7 Year old boy with Autism
Limited Verbally – AAC Device
Great Sense of Humor
No Intellectual Disabilities
Functional Skills are Low
Micah
• Parent requests that video be shown
only at live presentation.
AAC Device – iPad with
LAMP app
The Setting
Step 1: Target a Behavior
or Skill to Teach
• Carefully Choose a Target Skill
Academic
Functional
Social
Identify a target skill that is important for
the learner.
Typically Developing Peer
Modeling 3 Geometric Solids
Step 2 – Choose the
Equipment and Software
• iPad and iPhone to record and view
• Windows Movie Maker ((PC) or iMovie
(Mac)
Flip Video Cameras
Step 3 - Planning the Video
Recording
Write a script or task analysis –
For videos of peers – Choose model
Get parental permission
Establish rapport with model
Finding the time.
Step 4 - Collect Baseline
Data
Determine what the student already
knows.
Identify Steps of the task
In Vivo
Modeling
to determine
the baseline.
Step 5 - Making the Video
• Determine type of video modeling for
your learner:
1. Basic Video Modeling
2. Video Self-modeling
3. Point of View Video Modeling
Step 6 - Viewing the Video
• Parent prefers that video be shown in
presentation only.
Step 7– Monitoring
Progress
• Determine the effectiveness of the
intervention.
• Collecting Data – Note how often and
when learner watches.
Bath Elementary Webpage – Video
Showcase – Home Work!
Troubleshooting!
Is the learner:
• Watching the video enough?
• Attending?
• Needing more prompting?
• Reinforcement in place?
• Is target skill too abstract or difficult
Fading the Video and
Prompting
• Know your learner.
• Show less of the video
Video Modeling Data for
Micah
Target Skill – Geometric Solids
Vocabulary
GROWTH!
By parent request – video will be shown
only at presentation.
Group Up & Share
• Identify a problem in learning.
• Choose a target skill.
• Describe a video that may help.
Case Study # 2
Taking Turns Video Self Modeling
Point of View Video
Modeling
Taking Turns Video
Case Study # 3 Dynamic Addition
Point of View Video Modeling
Peer Modeling with BVM
Part 3
Technically
speaking,
“It’s Easy!”
The Equipment and Editing
Software:
• Video Recording Device ( I use an iPad
or my iPhone.
• Windows Movie Maker (PC) or iMovie
(Mac)
My VR Spot
• A vault to store your videos
Choice Board app
How will the child view the
video?
• I use iPads in during lessons in our
Stations
• Interactive White Board – Smart Board
Some help from my
friends…
• National Professional Developmental
Center on Autism Spectrum Disorder
• Module – Video Modeling
References
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.
Gul,S.O., & Vuran, S (2010). An analysis of studies conducted video modeling
in teaching social skills. Educational Sciences: Theory and Practice , 10(1), 249274.
Plavnick, J.V. (2012). A practical strategy for teaching a child with autism to
attend to and imitate a portable video model. Research & Practice for Persons
with Severe Disabilities, 37(4), 263-270.
Schmidt, C., & Bonds-Raacke,J (2013). The effects of video self-modeling on
children with autism spectrum disorder . International Journal of Special
Education, 28(1), 136-146.
References
Wilson, K.P. (2013). Incorporating video modeling into a schoolbased intervention for students with autism spectrum disorders.
Language, Speech, and Hearing Services in Schools, 44, 105117.
Recommended Book
Video Modeling for Young Children with Autism Spectrum
Disorders by Sarah Murray and Brenna Noland
Online Module on Video Modeling
www.autisminternetmodules.org
My VR Spot
Great App to upload and
store videos!
Thank You!
Janet Courson
jcourson@beaufort.k12.nc.us