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| ICAN Home > Modules > Behavioral Interventions | ||||||
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Video Modeling Video modeling can be used to increase fluency and independence on routine tasks such as making a bed, washing clothes or preparing a snack. It may be most useful in teaching prosocial skills. By observing themselves or others perform the target skill in familiar situations, individuals with ASD are better able to know how and when to perform the skill. It is usually best to start with a single skill that the individual is able to perform in some situations. An example might be raising your hand to get the teacher’s attention. A videotape could be made of the students in the child’s class raising their hands to get attention at different times throughout the day. The video may have to be edited so that several examples are used but the length kept to 3-4 minutes. For best results, clearly describe the skill and then view the tape with the student with ASD, pausing to identify the target behavior and noting the appropriate use and consignment positive results. Follow the video review session with a situation where the individual with ASD would be likely to need to get attention. Follow the behavior with immediate attention and recognition that the skill was used. The tape could be viewed several times during the day or week, depending on the individual and the amount of progress made. Video modeling is especially effective with children and youth with ASD because it addresses a number of the strengths and weaknesses commonly associated with the disability, including:
To increase frequency and generalization of an emerging skill, videotapes may be made of the individual performing the skill in a situation where he or she is most likely to perform the desired behavior. The videotape may need to be edited so that it shows correct performance of the desired behavior. The video should be short (2-5 minutes) and free of extraneous information. The individual watches the videotape with a coach who and guides the individual in identifying the target behavior as well as the natural reinforcement that occurs following the correct performance of the behavior. The coach can pause the tape to point out to the student exactly what he is doing to perform the desired skill as well as the reinforcing effects of his performance. Sessions of viewing the videotape together may be repeated several times during the course of the day or over several days. It is also beneficial to arrange situations for the individual to practice the skill immediately following the viewing of the videotape. ExamplePatrick is a 4-year-old boy with ASD. His parents, Sue and Matt, are interested in teaching Patrick what to do during casual social encounters. When extended family members, friends or neighbors come to visit, Patrick goes to his room and does not come out unless coaxed. Patrick avoids eye contact and does not respond when others greet him or attempt to interact with him. His parents felt it was important for Patrick to learn to respond appropriately to these encounters. They decided to begin by focusing on teaching Patrick to look at the person and saying “Hi” when someone approaches him and says “Hi,” Watching videos was one of Patrick’s favorite pastimes so they decided to try video modeling as a method of teaching this skill. Matt explained to Patrick that they were going to practice what to do when someone comes to the door and says “Hi,” Matt wrote down and explained the following sequence to Patrick: When friends and family come to visit they might
say, “Hi Patrick.” Matt started by telling Patrick they were going to play, “When Dad Comes Home from Work.” Matt went outside and then came into the house announcing, “I’m home!” Patrick came running into the room, and Matt said, “Hi Patrick.” Patrick said, “Hi,” but did not look at his dad. Matt did not say anything but knelt down in front of Patrick and held his hands. Then he said, “Hi Patrick.” Patrick then looked briefly at his dad and said, “Hi.” Matt smiled and said, “How’s my buddy?” Matt then picked Patrick up and swung him around. They practiced, “When Dad Comes Home From Work” several times. Each time Matt would kneel down and wait for Patrick to look at him and say “Hi” before responding with a comment (“I missed you.” “It’s good to see you.” “What are you up to?”) and any type of physical interaction (hug, tickle, tousle his hair). Matt set up the video camera and taped three variations of this game. Then he and Patrick sat down to watch the videotape together. The first time, they simply watched the tape from start to finish. Patrick enjoyed watching the tape with his dad. Then Matt showed Patrick the list of steps describing what Patrick was supposed to do, and they read it together. Matt rewound the tape and started it again, pausing the tape just as Patrick was looking at his dad and saying, “Hi dad.” Matt showed Patrick the list, pointed out what Matt had done (saying “Hi Patrick”) and asked Patrick what he had done on the tape (looked at his dad’s eyes and said “Hi”). At first, Patrick was not able to describe what he had done. Matt pointed to the TV screen and told Patrick he was looking at his dad and saying “Hi.” It took several repetitions before Patrick was able to use words to describe what he was doing correctly. Matt then continued the tape and showed Patrick what happened after he looked at his dad and said “Hi.” They went on to view the next variation of this activity. Once again, Matt paused the tape just as Patrick was looking at his dad and saying “Hi.” This time Patrick was able to describe what he was doing on the tape. Matt continued the tape and again, talked about what happened after Patrick looked at his dad and said “Hi.” They went on to view and talk about the last of the variations of the game. Patrick seemed to have increased his awareness of his part in this greeting sequence. Later in the day, Sue noticed Patrick was playing “When Dad Comes Home From Work” with two of his action figures and included all three variations of the game he had played with Matt. The next day Patrick asked to watch the videotape and when Matt came home from work, Patrick performed his part of the game beautifully. Over the next few days, Patrick and Matt’s reunion became a predictable, smooth and enjoyable experience for both of them. The next weekend when Sue came home from running errands, Patrick ran to the door to greet her by saying “Hi mom,” looking at her and giving her a big hug. Matt and Sue were so happy with how well Patrick had done that they decided to use video modeling to teach Patrick to greet extended family members, friends and neighbors when they came to visit. They enlisted the help of the next-door neighbor to work on the next step. Matt sat down with Patrick and explained to him that Jerry and Lisa (the next-door neighbors) were going to be coming over for dinner that day. Then Matt wrote down what Patrick could do when they came to the door. When Lisa and Jerry come to my house … Matt and Sue told Patrick they were going to pretend they were Lisa and Jerry so that they could practice. Patrick thought this was pretty funny but agreed to the idea, so the family practiced “Jerry and Lisa Coming to Dinner.” Initially, Patrick forgot to look at their eyes when he said “Hi,” but after reviewing the list and practicing a few times Patrick was able to perform the correct behavior. Matt set up the video camera and they taped the role-play of “Jerry and Lisa Coming to Dinner.” Then Matt and Sue watched the tape with Patrick. They paused it at the part where Patrick was looking at them and saying “Hi.” This time Patrick was able tell them exactly what he was doing. Patrick watched the videotape several times that afternoon as his parents were busy getting ready for company. That evening when Jerry and Lisa rang the doorbell, Sue said to Patrick, “Someone’s at the door.” Patrick said “It’s Jerry and Lisa,” and went with his mother to answer the door. Patrick was able to respond appropriately when Lisa and Jerry greeted him. The next day when grandma and grandpa stopped by, Patrick was able to greet them at the door without prior coaching from his parents. Another way to use video modeling is to involve siblings or peers as the models to demonstrate desired behaviors. As always, it is important to make a point of focusing on the target skill and minimizing extraneous information. One of Patrick’s IEP goals was to increase his interactions with peers during play. Specific objectives included joining a peer engaged in play, offering play materials to a peer, imitating a peer’s play scheme, and following a play suggestion of a peer. Matt and Sue talked with Patrick’s teachers about the success they found using video modeling. The team decided to try using video modeling as a strategy to increase his social play. They decided to tape several short play segments of pairs of Patrick’s classmates engaging in play with different sets of materials available in the classroom. They chose the farm set, shovels and molds in the sandbox and the housekeeping area set up as a pizza parlor. Matt offered to come to school to videotape the children. In taping 10-minute sessions of the activities the team had decided to use, he found there were many examples of the behaviors identified as objectives for Patrick. After viewing the tape, Patrick’s teachers felt there were several of children in the class, besides Patrick, who would benefit from viewing the tape and talking about the target behaviors. The team decided to begin by focusing on the first two objectives: joining a peer during play and offering play materials to peer. They chose to use the farm set for the first segment. They assembled the class and explained they were going to watch a video about playing with friends. The first time the class watched the videotape of playing with the farm set straight through. The children were attentive and enjoyed seeing their friends on TV. The next day Jen, a classroom teacher, told the children that there were two things they could do to play with friends: walk over to friends who were playing and join in and to hand a toy to a friend. She showed the children line drawings depicting these two skills and told them they were going to watch for these things during the video. Then the class watched the video again. This time Jen paused the tape just as one of the behaviors occurred. Then she showed the children the drawing associated with the behavior on the tape and helped the children describe the desired behavior. She continued the tape and pointed out what happened when the child on the tape demonstrated the skill (the children had fun playing together). Several of the children became skilled at identifying the target behaviors. Jen posted the line drawings of the two target skills in the play area. Over the course of the day she found several opportunities to reinforce individual children for using the skills and she showed them the line drawings associated with the skill they had demonstrated. She sent the videotape and line drawings home with Patrick. Sue reviewed the lesson with Patrick at home, including the line drawings of what they were going to look for on the tape. Sue and Patrick then watched the tape together, pausing the tape several times to identify and talk about the two target skills. Sue was pleased that Patrick was able to identify and describe some of the target behaviors and that the video tape prompted Patrick to talk about the children in the tape and what they were doing. This was especially noteworthy because Patrick rarely talked about activities at school. It was going so well, Sue decided to use the next segment on the tape. Again, Patrick was able to identify the target skills a number of times while watching the new play activities. The following day, Jen reviewed the two target skills with the class and showed them the next segment of the play video. Patrick was an active participant in being able to identify the target skills. That evening Sue and Patrick reviewed the second play segment (sandbox) and went on to the third (pizza parlor). The following day, Jen showed the class the pizza parlor segment and they again identified target skills. Over the next few weeks, Jen continued to reinforce the children when they demonstrated the target skills during play and found that the children, including Patrick, were approaching others and offering toys to each other more often. She also noticed children looking up at the line drawings posted in the play area. They seemed to be a useful reminder to the children of what they could do when playing together. Jen gathered the class to watch one of the segments on the videotape once a week, and Matt or Sue reviewed one of the segments with Patrick twice a week at home. After several weeks, the team decided to introduce the next two play objectives to Patrick: imitating a peer’s play scheme and following a peer’s play. They used the same systematic procedure to teach these new skills. Taping play sessions became a regular event in the classroom. Children were eager to “play in a movie” and show off their skills. All the children in the class were allowed to take home play videos to show and talk to their families about how they played with their friends at school.
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