Video Modeling and the Activity Trainer

1. Video Modeling and the Activity Trainer Thursday 9/12/2013 3:00 PM Eastern Karl Smith, Founder Accelerations Educational Software ksmith@dttrainer.com www.dttrainer.com

2. Personal Connection

3. Accelerations Educational Software • Products in • over 1100 School Districts • 100s of Private Schools & Institutions • 1000s of homes • 2 Foreign Versions • Canadian & Spanish • DT Trainer & Activity Trainer

4. Products Advisory Board • Peter Gerhardt, Ed. D. Chairman Scientific Council for the Organization for Autism Research • Dr. Stephen Shore Professor of Special Ed, Board Member Autism Society of America Author & Internationally Known Speaker on Autism, Individual with Autism • Robert Stromer, Ph. D. BCBA, Behavioral Scientist, Professor, Computer based technologies Expert • Dr. Bridget Taylor BCBA, Professor, Director of Eden II/Genesis Outreach Autism Center • Dr. Mary McDonald BCBA, Director of Alpine Learning Group, International Speaker on Autism, VP of the Association for Science in Autism Treatment

5. Our Other ProductDiscrete Trial (DT) Trainer

6. Activity Trainer

7. Used in Range of Settings • School Districts • Self Contained Classes • Preschool • Elementary • Where students are significantly delayed at: • Middle School • High School • Full day main-streamed students • At risk preschool & kindergarten classes Accelerations Educational Software

8. Used in Range of Settings • Institutions & Private Schools • Autism Centers and Home Programs • Group Homes • Private Homes • Autism & Intellectual Disabilities • Typical Siblings Accelerations Educational Software

9. Range of Licenses • Single Computer • Subscriptions & Perpetual • Unlimited Students or Single Student • Institutional or home • Site Licenses • District Wide for Special Education • Institution Wide for All or Target Population • Special Cases • Free Demo / Presentation Licenses • For anyone needing to present to or train others • Demo labs (AT resource centers, …) Accelerations Educational Software

10. Wealth of Supporting Research • > 20 years of research • Wide range of skills & behaviors • Simple to Complex • Wide range of learners • Increases acquisition rates… • Sometimes quite dramatically! • Sample of research references at: • www.dttrainer.com/products/activity-trainer/supporting-research/

11. Tiny Sample of Research • Apple, A. L., Billingsley, F., & Schwartz, I. S. (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 (1), 33-46. • Bellini, S. & Akullian, J. (2007). • A meta-analysis of video-modeling andself-modeling interventions for children and adolescents with autism spectrum disorder.. Exceptional Children, 73, (3), 267-287. • Charlop-Christy, M. H., & Daneshvar, S. (2003). • Using video modeling to teach perspective taking to children with autism. Journal of Positive Behavior Interventions, 5 (1), 12-21. • 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. • Corbett, B. A., & Abdullah, M. (2005). • Video modeling: Why does it work for children with autism? Journal of Early Intensive Behavioral Intervention, 2, 2-8. • Coyle, C., & Cole, P. (2004). • A videotaped self-modelling and self-monitoring treatment program to decrease off-task behaviour in children with autism. Journal of Intellectual & Developmental Disabilities, 29(1), 3-15. • ...

12. General Conclusions • Increases Acquisition Rates across wide variety of skills • Effective with Autism & other Learning Disabilities • Model generally does not matter • Video Self Model can improve interest

13. General Conclusions (cont.) • Should be Common Practice… try VM where students are not learning quickly with other methods • Not a panacea… • will not work for all skills and all students • VM better than next best method • 2 teachers... One modeling & one facilitating • 2 teachers… We barely get 1 on 1!

14. VM Works Because… • Consistent Model • Non Threatening • Separation of Modeling & Facilitation • Parallel Model and Execution • Minimize representation • Minimize observational memory

15. VM Works Because… • Clear Objective • Perspective / Orientation • Minimize extraneous information • Maximize salient features • Supports Visual Learners • May be more interesting

16. VM Works Because… • Quicker success improves interest • Success on sub steps creates increased interest / cooperation on task • Building history of success – cooperative learner

17. Poor Observational Learners • Poor observational memory • Inability to mentally represent model • Inability to remember long enough to preform task • Lack of ability to translate observation to behavior • Lack prerequisite skills for task

18. Poor Observational Learners • Not attending to salient features • Attending to extraneous information • Lack of understanding what they are supposed to do • Lack typical mimicking behavior • Uninterested / Uncooperative • Threatened by model or task

19. Benefits to Student • Improve cooperation / interest • Improve self confidence • Learn skills

20. Benefits to Student • Learn to learn • Learn to attend • In general • Salient Features • Longer • More complex • Improve observational memory • Improve translation skills

21. Practical Considerations • Virtual extra teacher/teaching assistant • Barely get one-on-one… otherwise should have two-on-one (teachers to student) • Allows staff more time to actually teach • Students able to perform tasks previously performed by staff… • Potentially enables acquisition • We tend to give up if not learning in some time period

22. Practical Considerations • Takes time to create own video • Planning • Scripting • Coordinating actor(s) • Obtaining equipment • Editing • Rework • Frequently net savings in time – substantially less teaching time

23. Possible Platforms • TVs • Computers • Mobile devices

24. Activity Trainer • Problem to solve • 20 years of research indicating VM should be used • Not common practice

25. VM Problems • Tapes, CDs, and DVDs • Clumsy at best • Media Players • No support for Task Analysis, Sequences, Organization of Materials, Data Collection, … • Video Modeling • Not just about playing videos • Is about micro-management of process

26. VM Problems • Creating Video Models • Time consuming • Most teachers not trained • PowerPoint • Supports useful features • Still lacks support for organization, data collection, … • Task analysis and sequences are clumsy

27. Solution: Activity Trainer • Makes VM Practical, Easy, & Specific • Extends VM - Activities • Combines Video, Images, Texts, Audio • Task Analysis, Sequences, Transitions from Videos to Images & Images to Text, Data Collection, Organization of Materials • Worksheets • Integrated with Visual Schedule • Skills, User, Can support 3rd Party Libraries

28. AT Demonstration

29. Basic VM Teaching Strategy • Build automatic mimic response to video • Generally start with simple non-verbal imitation • Build (as slowly as necessary) to more complex skills • Goal is to use no or minimal facilitation • Strategy will frequently be domain specific • Facilitation will be different for verbal, social, daily living, …

30. Facilitation • Facilitation / prompting • Hand over hand • Verbal • Gestural • Proximity

31. Facilitation • Only use facilitation techniques were • Safety is an issue • More information is needed to supplement video to obtain success • Lack of success building automatic mimic response • E.G. Needs extra fine motor support

32. Teaching • From behind (where appropriate) • Hand over hand (where necessary)

33. Fading Facilitation • Fading Facilitation • Fading hand-over-hand • Fading gestural prompts • Fading verbal prompts • Fading proximity

34. Fading Video • Video source further away • Make picture smaller • Turn down sound • Play smaller portion of video • Play video prior to performance • Transition to image cue • Transition to text • Play on smaller device

35. VM - Transition from Video • Automatic • Student automatically performs task in natural situation • Transitional Teaching • Teacher facilitates generalization to natural situation • Transition to Image Cue • Only needs image cue to initiate behavior • Transition to Verbal Instruction • Transition to Text instruction • Visual Schedules • To-Do lists

36. Educational Considerations • How vs. Why • Teach how to do something • Then teach why (and when) • Reproducibility of scene objects • For single student / small group: non issue • For resource: use commonly available objects • Allow teaching of “contrived” task • Then generalizes to student’s actual environment

37. Simple Action • Single or simple action (for level of student)

38. Repeated Action • Repeats or just “more of the same”

39. Complex Tasks • Steps ***

40. Accommodations • Pauses • Breaks between task steps • Speed of action • Different levels of learner • Disjoint to fluid • May require multiple VMs

41. 1st Person View • Fine motor & other skills

42. 2ndPerson – Opposite – Mirror View • Simple actions

43. 3rdPerson – Scene View • Capture details of larger movements

44. Other Views • From Behind • Over shoulder • Angle view

45. Actor(s) • Can do activity • Age less important • Generally use late teen or young adult • To target wide range in age of learners • Can use young models • Especially for social skills • If targeting just young children

46. Actor(s) • Self Model • If student can barely do activity • Fake it! • With multiple shots & editing can make student look like he performed activity

47. More Information • www.dttrainer.com • Free trials • 803-233-0541 • sales@dttrainer.com • support@dttrainer.com • ksmith@dttrainer.com

48. End of Activity Trainer Training Thank you for attending! Karl Smith – Developer/Founder Accelerations Educational Software ksmith@dttrainer.com www.dttrainer.com