Video Modeling: A Procedural Description

1. Video Modeling: A Procedural Description Claire Hess Caldwell College

2. Overview of Presentation • Identification of sources • Definition of terms • Description of teaching strategy • Conceptual analysis • Discussion • References • Questions

3. Search Process: PsycINFO • Terms-1: “video model*” • Search parameters-1a: none • Search parameters-1b: “peer reviewed journals” under “publication type” • Result-1a: 113 articles • Result-1b: 80 peer-reviewed articles • Terms-2: “video model*” and “summary”/”review”/”literature review” • Search parameters-2: “peer reviewed journals” under “publication type” • Result-2: Identification of two comprehensive literature reviews and one book chapter on the topic of video modeling • Terms-3 (from keywords listed with PsycINFO result for the two literature reviews and from the articles themselves): “video model*” and “peer model*,” “video model*” and “adult model*,” “video model*” and “self model*,” “video model*” and “point of view,” “video model*” and “mixed model*” • Search parameters-3: “peer reviewed journals” under “publication type” • Result-3: Idea of how frequently each type of model is used

4. Search Process: Google • Terms-1: Names of instructional sites known to use video modeling (e.g., Princeton Child Development Institute, Alpine Autism Center, The New England Center for Children) followed by “video modeling” within the search box • Search parameters-1: N/A • Result-1: The New England Center for Children (NECC) videos • Terms-2: “video modeling autism” • Search parameters-2: N/A • Result-2: 2,140,000 results • Terms-3: “video modeling” “autism” sample • Search parameters-2: N/A • Results-3: Special kids: Video learning… “Our Historic Discovery” PBS http://www.special-kids.com/historic.cfm

5. Definition of Terms • Video modeling: A component of instruction involving the presentation, and learner observation, of a videotaped episode of the target behaviors being completed by a model, followed by a direction to the learner to perform the behaviors modeled in the video segment • Five types of models are used: • Adult models: Adults, either familiar or unfamiliar to the learner, model the target behaviors • Peer models: Familiar or unfamiliar peers, of the same age and gender as the learner, model the target behaviors • Video self-modeling (edited vs. unedited): The learner, for whom the depicted behaviors are targeted, models those target behaviors • Point-of-view video models: Video images are those that would be seen if the learner were to engage in the target behaviors • Mixed models: Any combination of adult, peer, self-, and point-of-view models

6. Description of Teaching Strategy • Theoretically rooted in Bandura’s (1969) Social Learning Theory, in which he stressed the importance of incidental, observational learning and vicarious reinforcement and punishment • Video modeling typically involves 2-3 presentations of a videotaped sample of a model engaging in a target behavior, followed by a direction to perform the target response

7. How is Video Modeling Effective? • Unique characteristics of children on the autistic spectrum • Visual performance strengths • Restricted field of focus • Repetitive presentation • Innately reinforcing • Consistency of stimuli • Inattention to socially-relevant stimuli • Cost-efficiency • Can promote generalization and faster acquisition

8. What Are the Challenges? • In many, if not most, video modeling studies, the introduction of video models as the IV is not the only component to treatment • Prerequisite imitation skills • How and why does it work?

9. Applications of Video Modeling • Activities of Daily Living Skills • Conversation • Social skills • Perspective-taking • Play skills • Academics • Video modeling samples: • http://www.neccautismplay.com/library.html • http://www.modelmekids.com/autism-video-samples.html

10. Conceptual Analysis Higher Order Conditioned Stimuli SDs MOs R SR Environment/Context (e.g., classroom), Learning History with Imitation Task Stimuli (e.g., Mr. Potato Head parts) and/or Toy Deprivation Target Behavior (e.g., putting Mr. Potato Head together) Motivational System (e.g., token) and/or Automatic Reinf.

11. Conceptual Analysis (cont.) • Variable, depending on the learner? • Generalized imitation? • Role of contingency-specifying stimuli? • Rule governed behavior (for children with more advanced language repertoires)?

12. References • Bandura, A. (1969). Principles of Behavior Modification. New York: Holt, Rinehart & Winston. • 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, 537-552. • Cole, C. L. (1996). Bringing together video technology, research, and practice: A review of Practical Guide to Using Video in the Behavioral Sciences by Dowrick and Associates. Journal of Applied Behavior Analysis, 29(4), 591-592. • 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. • Delano, M. E. (2007). Video modeling interventions for individuals with autism. Remedial and Special Education, 28(1), 33-42. • McCoy, K., & Hermansen, E. (2007). Video modeling for individuals with autism: A review of model types and effects. Education and Treatment of Children, 30(4), 183-213. • Model Me Kids (2008). Video Modeling DVDs. Retrieved June 11.2008, from http://www.modelmekids.com/autism-video-samples.html • The New England Center for Children (2006). NECC Preschool Playroom. Retrieved June 11, 2008, from http://www.neccautismplay.com/library.html

13. QUESTIONS?