Video Modeling

1. Video Modeling

Amy Cohen, Ph.D.,BCBA
Clinical Director
Autism Spectrum Program
HowardCenter

2. What is video modeling?

Any instances of modeling used to teach a new
behavior or change an existing behavior where the
model is not a live one, but one that is videotaped
Implementation involves observing the model &
then practicing/demonstrating the behavior in a
natural setting
Builds on the trend of using visually cued instruction
(visual supports) for children with ASD

3. Uses and Variations in Video Modeling

Video modeling can be used to teach positive social,
language, play & academic skills for children w/ a variety
of disabilities
Videos may present peer, self-, or adult models of
appropriate behavior
Observing a videotape of correct performance can also
be used as a correction procedure
Video modeling can be incorporated as one element
within a broad package of positive behavioral support for
children with disabilities

4. Benefits of Video Modeling

Acceptable & widely used medium by typical adults &
children for leisure, educational, & business activities
A socially acceptable form of support
Has potential power & appeal for children with ASD who
appear to be naturally attracted to video
Can present a variety of different behaviors in realistic
contexts
the ability to focus on relevant stimuli
the reinforcing nature of watching videos

5. Benefits of Video Modeling

the ease of using different models & situations to
increase the opportunity for generalization to other
settings, people
Useful for those with limited responsiveness to print
materials and/or limited language repertoires
Potential to promote stimulus control of appropriate child
behavior through nonsocial stimuli, reducing the need for
prompts from other people
Allows for consistency of modeling across occasions
Efficient, ease of implementation

6. Research Findings

Research conducted by the National
Teacher Training Institute
Found that elementary through high
school age students learn more when
television and/or video is incorporated into
their teaching
effects both engagement in instruction &
retention of information

7. Research Findings

Teaching Complex Play Sequences to a Preschooler with Autism Using Video Modeling
Journal of Positive Behavior Interventions, Winter, 2003, Patricia D'Ateno, Kathleen Mangiapanello
and Bridget A. Taylor
Focused on teaching play skills to a preschool child with autism
Videotaped play sequences included both verbal & motor responses
A multiple baseline across three response categories (tea party, shopping, and baking) was
implemented
No experimenter-implemented reinforcement or correction procedures were used during the
intervention.
Results showed that:
1. Video modeling intervention led to the rapid acquisition of both verbal & motor responses for
all play sequences.
2. The video modeling teaching procedure was shown to be an efficient technique for teaching
relatively long sequences of responses in the absence of chaining procedures in relatively few
teaching sessions.
3. Additionally, the complex sequences of verbal & motor responses were acquired without the
use of error correction procedures or explicit, experimenter implemented reinforcement
contingencies.

8. Research Findings

Computer Presented Video Models to Teach Generative Spelling to a Child with an
Autism Spectrum Disorder— Journal of Positive Behavior Interventions, Winter, 2003 Elisabeth
M. Kinney, Joseph Vedora & Robert Stromer
Examined the use of computer video models & video rewards to teach generative spelling to
children with autism
The study involved:
Phase 1: The child viewed video models of her teacher writing target words. After she wrote
correctly, she watched videos of play routines unique to each training word. Child rapidly
learned to spell three five-word sets to pictures & dictation.
Phase 2: Child learned to spell four novel words (e.g., lore and tock) based on the elements of
five words learned in Phase 1 (e.g., tore and lock)
Phases 3-4: Child learned to spell subsets of four three-by-three matrices, then immediately
proved capable of spelling the remaining words in each matrix. Also succeeded on
generalization and maintenance tests at home and school throughout the study.
Conclusion: a teaching package of video models and rewards demonstrates that academic
skills can be acquired through this technique. As an additional outcome the students proficiency
in spelling helped her acquire literacy skills commensurate with her regular school placement.

9. Research Findings

Using Video Modeling to Teach Perspective-Taking to Children with Autism
Journal of Positive Behavior Interventions, Volume 5, Number 1, Marjorie Charlop-Christy
and Sabrina Daneshvar
Employed video modeling with 3 boys with Autism (two six-year-olds and a nine-yearold), using five different perspective-taking tasks
None of the children was able to successfully complete a perspective-taking task
administered before the study began
Results showed that:
When the video was introduced, one of the children mastered all of the five
perspective tests after only a few viewings of the video.
The second child required more viewings, but also completed all of the tasks
successfully. The third child was only able to pass three of the tests.
The two who passed tests after video training also were able to generalize their
knowledge to other settings.

10. Research Findings

The Effects of Video Self-Modeling on Spontaneous Requesting
in Students with Autism— Journal of Positive Behavior Interventions,
Volume 5, Number 1
Barbara Yingling Wert and John T. Neisworth
video self monitoring (VSM) includes observation and imitation of
oneself on videotape that records specific desirable child behaviors
Study tested the effectiveness of VSM for training young children
with autism to make spontaneous requests in school settings
Four young children with autism participated
Experimental control was demonstrated using a multiple baseline
design across subjects.
Results:
Introduction of VSM led to a large increase in requesting behavior in all
four children

11. Research Findings

A Comparison of Video Modeling with In Vivo Modeling for Teaching
Children with Autism Journal of Autism and Developmental Disorders,
Volume 30, Number 6, December 2000, Charlop-Christy & Freeman
study designed to compare the effectiveness of video modeling with in
vivo modeling for teaching developmental skills to children with autism
A multiple baseline design across five children and within child across
the two modeling conditions (video and in vivo) and across tasks was
used
Each child was presented two similar tasks from his or her curriculum;
one task was used for the video condition, while the other was used for
the in vivo condition
Video modeling consisted of each child watching a videotape of models
performing the target behavior, whereas in vivo modeling consisted of
the children observing live models perform the target behavior
After the observations, children were tested for acquisition &
generalization of target behaviors
Results: video modeling led to faster acquisition of tasks than in vivo
modeling & was effective in promoting generalization

12. Research Findings

A meta-analysis of video modeling and video self modeling
interventions for children and adolescents with autism spectrum
disorders. Exceptional Children, 73, 261-284. Bellini & Akullian (2007).
Meta analysis examined the results of 23 studies of video modeling or
video self-modeling
All studies involved children viewing video models between 30 sec. &
13.5 minutes
Skills modeled fell into 3 areas: behavioral functioning, socialcommunication skills, & functional skills
Findings:
Both video and video self-modeling were effective in increasing
performance in all 3 areas
Improvements were most evident in functional skills, followed by socialcommunication & behavioral functioning
VSM produced high maintenance effects
Determined that VM/VSM meet the criteria for an evidence-based practice

13. Video Model Examples

14. HC Examples

15. Internet Examples

Shoe tying
http://www.youtube.com/watch?v=lc4H6goKFB0&feature=y
outube_gdata_player
Turn Taking
http://www.youtube.com/watch?v=Qjg3a3TqhKg&feature=youtub
e_gdata_player
Using a tissue
http://www.youtube.com/watch?v=krgzJmrE2ZQ&feature=youtub
e_gdata_player
Hand washing
http://www.youtube.com/watch?v=c4p4oRU21Eg&feature=youtu
be_gdata_player
Greeting game
http://www.youtube.com/watch?v=cER_yy_CWGM&feature=yout
ube_gdata_player

16. Design & Implementation Guidelines

Design & Implementation
Guidelines
Determine target skill and conduct a task analysis to
determine steps of the specific task skill
Script/plot out the steps
Videotape each, either in succession or in steps
depending in the student
Simple behaviors should be about 30-40 seconds
Initially, the setting viewed in the videotape should be the
same setting in which the child will demonstrate the skill
After, different settings can be used
Be sure the videotape shows a close-up of the action
you want the child to imitate
Allow the child to watch the video at least once,
potentially repeat

17. Design & Implementation Guidelines, cont.

Design & Implementation
Guidelines, cont.
Provide an opportunity for the child to demonstrate the
skill immediately after viewing the VM
If the child fails to demonstrate the skill, allow the to
watch the video again (3 times)
Fade video model as skill is acquired
Eliminate narration, other video elements
Shorten video clips
Lengthen time between viewing and opportunity to demonstrate
skill
error correction
For VSM, all errors & prompts should be edited from the
videos so that the video shows only errorless behavior

18. Implementation Examples

19. Data Collection

Collect baseline data on skill prior to
implementation of video modeling
Continue data collection during
implementation
Typically TA data is the most useful

20.

Provide LEAST to MOST prompting
Shoe Tying
V=Verbal Prompt
G=Gesture Prompt
M=Model Prompt
I= Independent Completion
of Step
Task Analysis
Staff Initials:
Date:
1. Cross & pull
through
2. Make the loop
3. Put lace over
loop
4. Poke
5. Pinch
6. Pull through
Number of Steps Completed
Independently
/6
/6
/6
/6
/6
/6
/6
/6
/6
/6
Percentage of Steps Completed
Independently
%
%
%
%
%
%
%
%
%
%
Total Duration of Task

21. Technology Requirements

A video recording device: traditional video
camera, flip cam, smart phone with video
capability
Display format: TV/DVD player, portable
DVD player, computer, I-Touch/I-PAD, IPhone
Consider uploading to YouTube

22. Video Modeling Resources

Model Me Kids: www. Modelmekids.com
Time for School™
Time for a Playdate™
I Can Do It!™
Model Me Faces & Emotions™
Model Me Going Places™
Model Me
Conversation Cues®
Model Me
Friendship™
Model Me
Tips & Tricks™
Model Me
Confidence & Bullying Prevention™
Model Me
Organization & Motivation™

23. Video Modeling Resources

http://www.modelmekids.com/autismvideo-samples.html

24. Video Modeling Resources

Model Me Going Places™ App
“a great visual teaching tool for helping
your child learn to navigate challenging
locations in the community. Each location
contains a photo slide show of children
modeling appropriate behavior"

25. Video Modeling Resources

DTT Trainer
http://www.youtube.com/watch?v=hjzc3ZY
FIAk&feature=youtube_gdata_player

26. Discussion Activity

Discuss the types of skills, children,
scenarios where you might use video self
modeling vs. those where a traditional
video model might be more appropriate

27. Value

• Capitalizes on rote memory strengths & echolalic
behavior, making repeating language more likely
~
• Watching videos is a motivator
• Videos have minimal visual & auditory distractions
• Critical information is always present
• Can zoom in on critical elements
• Can be used across the lifespan
(Charlop-Christy & Daneshvar, 2003; Charlop-Christy et
al., 2000)

28. Team Activity

Make your own video model!
Determine: target skill
Decide:
Do you want to show the target behavior from the
learner’s point of view or from a third person?
Who will be the model?
Script the video model
Flip cameras and sample toys are available for
filming
Discuss implementation: how often, when,
where will the video be shown?
Develop data collection plan