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9541 Lights, Camera, Action--How to Use Video Modeling to Teach a New Skill-Take 1

Saturday, July 15, 2017: 10:15 AM-11:30 AM

Room: 102B (Wisconsin Center )

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Video modeling and scripting are evidenced based approaches to teach social skills and replacement behaviors. Learners benefit from breaking a skill into small steps, practicing the skill, recording the skill, then watching themselves or others perform the skill. You will learn to become a film maker.

Use of video modeling, scripting, and bug-in-ear technology are evidenced based approaches to teach social skills and other adaptive skills at home, community, and school/work. Individuals that are highly visual learners benefit from breaking down a skill into small steps, practicing the skill, video recording the skill, and then watching themselves or others perform the skill in a movie. In this session, you will learn how to become a film maker using tools such as your phone, camera, or tablet to create your own movie clips. The videos can be used for several purposes for the learner, the instructor/therapist, and the parent as a teaching and assessment tool.

Poor observational learners may have representational issues. Video modeling minimizes the representational issue by putting the observed behavior (the model) simultaneous with or shortly behind the performance of the skill. This can not only help the student learn to perform the behavior, but it can also help envelope the representational processes.

Video modeling may help minimize extraneous information by removing all sorts of visual and auditory information. Background distractions can be eliminated by using simply structured videos.

Before rehearsing the new skill, scripts (if a reader) can be used to practice the new skill (if words are involved). To remove proximity prompts while rehearsing a new skill, bug-in-ear technology can be utilized to deliver script or gesture prompts to the individual.

These tools can not only be used to facilitate new skills with individuals on the Autism spectrum, but also their peers, co-workers, instructors, and parents. Finally, using videos as a teaching tool can help with training of others and collecting data for showing progress.

Presentation material based on research and Garro Film Club^TM (an inclusive social skills group):

Scheeler, M.C., McKinnon, K, & Stout, J. (2012). Effects of Immediate Feedback Delivered via Webcam and Bug-in-Ear Technology on Preservice Teacher Performance. The Journal of the Teacher Education Division of the Council of Exceptional Children 35 (1), 77-90

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, 264-287.

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.

Plavnick, J. & Ferreri, S. (2011). Establishing verbal repertoires in children with autism using function-based video modeling. Journal of Applied Behavior Analysis, 44, 747-766.

Macdonald, R, Sacramone, S., Mansfield, R. , Wiltz, K., & Ahearn, W. (2009). Using video modeling to teach reciprocal pretend play to children with autism. Journal of Applied Behavior Analysis, 42, 43-55.

Learning Objectives:

Define video modeling and self modeling, scripting, bug-in-ear training, and become familiar with research to support it.
Describe 3 ways to use video modeling at home, school, and the community to teach social skills and other daily skills, train teachers/parents, to show progress of a skill.
Use existing technology to use techniques/tools with learner of all ages.

Track: Life Stage 2 - School Age

Content Area: Social Connections

Presenter:

Joanie Garro, MA, BCBA
Garro Behavior Consulting

Joanie has worked with individuals with Autism, and other exceptional learning styles for over 30 years.Her experience came from her siblings, 2 of whom had special needs (Down Syndrome and Autism) She provides therapy and consultation to families, schools, and corporations in the natural environment using researched based approaches.

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