9/3/2014
Video Modeling to Promote Functional Skills for Children with Autism
Ketti Johnson Coffelt, OTD, MS, OTR/L
Ginny Stimac, MOTS
Ethan Boren, MOTS Robyn Everist, MOTS Megan Hansen, MOTS
Morgan Heard, MOTS
Rockhurst University, Kansas City, MO Paving the road for Video Modeling
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Learning objectives
 Gain comprehension for the types of video modeling used with children with autism
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 Discuss evidence from a single subject RU research project and from OT fieldwork student/parent project  Examine the effectiveness of video modeling for children with Autism Spectrum Disorder ‘s in home and school contexts performing home and school tasks.  Describe and discuss the empirical evidence of video modeling D
ib d di
h i i l id
f id d li via iPad® programming using an occupation based approach  Discuss parent perspectives of video modeling implementation Significance of Research  Client centered approach
 Addressed impact of Portable technology (iPad®)
 Occupation based intervention  Evidence is lacking from Occupational d
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Therapy perspective with consideration to context and functional routines 2
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What is Video Modeling?  Defined as the use of visual display of a sequence of tasks demonstrated by others or by self to teach skills
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Types of Video Modeling  Video Modeling Types(Corbett & Abdullah, 2005)
 Point of view (Shrestha, Anderson, & Moore, 2012)
 Self (Bellini & Akullian, 2007)
 Peer/ adult (Bellini & Akullian, 2007)
 Mixed‐models: combination of any of the above approaches
Video Modeling Intervention Training (VIMT) vs. In‐Vivo
VIMT
• Cost effective (Charlop‐Christy, Le, & Freeman, 2000)
• Little training l
(Cardon, 2012; Wilson, 2013) • Portable
In‐Vivo
o
• Time intensive
• Requires high‐
fidelity model
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Importance of Video Modeling
 Establishes and increases independence
 Less prompting and cueing
 Repetition and consistency (Wilson, 2013)
 Ease of administration (Gena, Couloura, & Kymissis, 2005; Wilson, 2013)  Being unobtrusive (Ganz
et. al, 2011)
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t l )
 Cost effectiveness (Ganz, Earles‐Vollrath, & Cook, 2011; Wilson, 2013)
Why the interest ? Effective on individuals with Autism Spectrum Disorder (Wilson, 2013; Rayner, 2011; Cardon, 2012; Paterson & Arco, 2012; Coyle & Cole, 2004)
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Strengths‐based programming: 5
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Importance for child with ASD
 Individualization (Wilson, 2013; Shretha, Anderson, Moore, 2012)
 Good fit for family and school  Convenient for repetition p
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 Less prompting and cueing
 ASD students prefer computer based instruction
 Relieve anxiety of student since environmental factors can be controlled
Occupational Approach with VIMT
Teach a variety of tasks
Unpacking a bag (Rayner, 2010)
Making a snack (Shrestha, Anderson, & Moore, 2012)
Write numbers (Jowett, Moore, & Anderson, 2012)
Anderson 2012)
Teach pretend play skills (Reagon, Higbee, and Endicott, 2006)
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The Effectiveness of Portable (iPad) Video Modeling Interventions to Promote Functional Skills for Children with Autism
Rockhurst Research Study, 2014
Purpose of RU Research Study
 Determine if there is a functional relationship between video modeling intervention training (VIMT) via iPad® and functional task performance in the home environment of a child with ASD.
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Primary Research Question
D i l f iP d® id d li  Does visual strategy of iPad® video modeling intervention effect the performance of functional skills in the home for children with Autism Spectrum Disorder? Discuss additional q
questions
Methods: Study Design
 Quasi experimental
 Quantitative
 Single Subject, Multiple Baseline Behaviors
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Methods‐ Participant
 Child with Autism
 Convenience Sampling
Inclusion
Diagnosis of autism or ASD Access to iPad® in the home
Interested in electronic devices
Attention for 1
Attention for 1‐3 min
3 min
School aged
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Exclusion
No hearing deficits
Vision deficits
Not enrolled in any similar outside
iPad® intervention
Setting/ Materials
Child’s Home
Child
s Home
Canadian Occupational Performance Measure (COPM)
Video Recording system (video camera)
Home iPad® (video modeling H
iP d® ( id d li intervention tool)
Functional items to perform task
Stopwatch
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Research Method Canadian Occupational Performance Measure used to identify child’s home functional tasks and performance satisfaction as reported by parent Parent identified 4 home tasks
Baseline data obtained: videotaping of student performing identified home tasks
Four Home Task Behaviors Bike Routine
Brushing Teeth
Making Peanut Butter and Jelly Sandwich
Making Bed
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VIDEO

Research Methods
 Develop video modeling sequence for each behavior identified
 Develop data sheets from task sequence for each behavior using baseline data  Prompt levels, time, behaviors observed during home task
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 Analyze baseline data points for introduction of iPad® intervention phase 12
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Date:
Recording Date:
Time:
Observer:
Phase
Steps:
1
Get the Bread out
2
Untwist the bread bag
3
Get two pieces of bread out
4
Get the peanut butter out
5
Get jelly out of the fridge
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Get knife out
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Open the peanut butter
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Use the knife to scoop out peanut butter
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Spread the peanut butter
Independent
Gestural
Direction
Praise
Non‐compliance
Sensory behavior
"Echolalia" Perseveration
Question Physical Not Done 10 Shake the Jelly
11 Open the Jelly
12 Squeeze onto bread
13 Spread the jelly
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Place the two pieces of the bread together
Miscellaneous Prompts
Totals:
Behaviors Count:
Requesting Help
VIMT Intervention
 VIDEO
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It’s time to watch the video for____
Select and watch video
“It’s your turn” cue
Child begins or continues task
Verbal Praise!
Child does not start or continue task
Caregiver gives physical prompt
Caregiver gives i question prompt
Caregiver gives gestural prompt
Caregiver gives directional prompt
Intra‐Rater Reliability
 Intra‐Rater Reliability established  90% intra‐rater observation agreement
 Video data viewed and agreement established for the four behaviors during Single Subject baseline and intervention phases
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Visual Data Analysis  Bike Routine
 Tooth Brushing Routine
 Peanut Butter and Jelly Sandwich Routine
 Making Bed Routine
COPM pre and post comparison
 Main points ‐
video
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Preliminary Findings
Number of prompts Amount of time Parent’s satisfaction in child’s performance
Interfering behaviors
Discussion: Strengths
iPad® and home setting
Client centered
Self help skills‐ increasing independence
Establishes procedures for E t bli h d
f practitioners to implement caregiver video based modeling in the home
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Limitations
May not be effective for the specific child
May need to alter procedures
Difficulty to generalize results
Caregiver compliance
C
i li
OT Implications
Child independence
Reduction of Caregiver stress
Cost Effective
Add to body of research
Add t b d f h
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OT fieldwork student/parent project Rockhurst OT Level II Fieldwork, 2014
Why video modeling?
 More effective method of teaching at home
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 Child is drawn to iPad and videos
 Quick and easy to implement
 Need to develop independence
 Method to replace task strips and step by step applied behavior methods
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Subject Background
 12 yr old male
y
 Autism Spectrum Disorder‐moderate/severe
 Primarily non‐verbal
 Early intervention applied behavior analysis home program
 Center based school program pre
K to present
Center based school program pre‐K to present
 Uses iPad for communication
Intervention Procedure
 Find appropriate subject to be in videos
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 Choose 3 tasks that can be learned in a short time frame
 Show the video 1 or 2 times immediately prior to introducing the task
 If unable to complete the task, show the video again and try to continue until finished
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Video Models
 https://www.youtube.com/watch?v=HeTPzuz5KL0
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y
/
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((Rinsing g
cans video model)
 https://www.youtube.com/watch?v=E4F8FkoJUPY (Writing name video model)
 http://youtu.be/ko3wrUQFFt0 (Unload dishwasher)
 http://youtu.be/OaVviZ1‐bTc
http //youtu be/OaVviZ1 bTc (John rinsing cans)
Results
 Increased attention to processes due to motivation p
 Decrease in negative behaviors and verbalizations when participating
 Decreased time to learn skill/process
 Decreased contact assist with hand over hand prompting for writing name
 Increase in legibility of name and improved letter formation
 Processes did not have to be broken down as much
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Results
 Increase in independence
p
 Improved attitude about activities
 Parent enjoys working with child more
 Parent feels empowered to help child learn
Implications for Subject
 Provide a specific strategy that is successful for this child
p
gy
 Provide a strategy that can be used across different environments
 Provide family with a manageable strategy to empower learning at home
 Provide new strategy for school
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Limitations
 Single subject
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 Researcher relationship to subject
 Subject was getting used to a change in medication which limited the number of trials
 Different people used the video models other than just the researcher
OT Implications
 Addresses the needs specific to person, environment, and occupation
 Client‐centered approach that can be used in combination with other interventions or approaches
 Goal of independence and self‐efficacy
 Supports evidence found in current research
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References
Acar, C., & Diken, I. H. (2012). Reviewing instructional studies conducted using video modeling to children with autism Educational Sciences: Theory & Practice, 12(4), 2731‐2735
autism. Educational Sciences: Theory & Practice, 12(4), 2731
2735. Alexander, J., Ayres, K., Smith, K., Shepley, S., & Mataras, T. (2013). Using video modeling on an iPad to teach generalized matching on a sorting mail task to adolescents with autism. Research in Autism Spectrum Disorders, 7: 1346‐1357. Belbar, N. W., Anderson, C., McCarthy, S., & Buggey, T. (n.d.). Video self‐modeling as an intervention strategy for individuals with autism spectrum disorders. Psychology in the Schools, 49(1.) doi: 10.1002/pits.20628
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), 264‐287. doi: 10.1080/10459881003742275
Bellini, S., & McConnell, L. (2010). Strength‐based educational programming for students with autism spectrum disorders: a case for video self‐modeling. Preventing School Failure, 54(4), 220‐227. Cardon, T. A. (2012). Teaching caregivers to implement video modeling imitation training via iPad for their children with autism. Research in Autism Spectrum Disorders,
6: 1389‐1400.
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Charlop‐Christy, M. H., Le, L., & Freeman, K. (2000). A comparison of video modeling with in vivo modeling for teaching children with autism. Journal of Autism and Developmental Disorders, 30, 537‐552.
Corbett, B. A. (2003). Video modeling: a window into the world of autism. The Behavior Analyst Today, 3 (3).
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. Coyle, C. & Cole, P. (2004). A videotaped self‐modeling and self‐monitoring treatment program to decrease off‐task behavior in children with autism. Journal of Intellectual & Developmental Disabilities, 29(1), 3‐15. More References
Delano, M. E. (2007). Video modeling interventions for individuals with autism. Remedial & Special Education, 28(1),33‐42.
Ganz, J. B., Earles‐Vollrath, T. L.,& Cook, K. E. (2011). Video modeling: a visually based intervention with l
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autism spectrum disorder. Teaching Exceptional Children, 43(6), 8‐19.
Jowett, E. L., Moore, D. W., & Anderson, A. (2012). Using an ipad‐based video modeling package to teach numeracy skills to a child with an autism spectrum disorder. Developmental Neurorehabilitation 15(4), 304‐312. doi: 10.3109/17518423.2012.682168
Mason, R. A., Ganz, J. B., Parker, R. I., Boles, M. B., Davis, H. S., & Rispoli, M. J. (2013). Video‐based modeling: efferential effects due to treatment protocol. Research in autism spectrum disorders, 7, 120‐131.
Paterson, C. R. & Arco, L. (2007). Using video modeling for generalizing toy play in children with autism. Behavior Modification 31(5), 660‐681. doi: 10.1177/0145445507301651
Rayner, C. (2011). Teaching students with autism to tie a shoelace knot using video prompting and backwards chaining. Developmental Neurorehabilitation. 14(6), 339‐347.
Rayner, C. S. (2010). Video‐modeling to improve task completion in a child with autism.
Rayner, C. S. (2010). Video
modeling to improve task completion in a child with autism. Developmental Neurorehabilitation. 13(3), 225‐230.
Reagon, K. A., Higbee, T. S., & Endicott, K. (2006). Teaching pretend play to a student with autism using video modeling with a sibling as model and play partner. Education and Treatment of Children 25, 517‐528.
Shrestha, A., Anderson, A., & Moore, D. W. (2013). Using Point‐of‐View Video Modeling and Forward Chaining to Teach a Functional Self‐Help Skill to a Child with Autism. Journal of Behavioral Education, 22(2), 157‐
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Wilson, K. P. (2013). Incorporating video modeling into a school‐based intervention for students with autism spectrum disorders. Language, speech, and hearing services in schools, 44, 105‐117. 23
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End of the Yellow Brick Road
We appreciate your time and attention during the presentation
If you have comments or questions we welcome them at this time Thank you 24