Video modeling involves video taping an individual or multiple people modeling specific behaviors (e.g., playing with cars, having a conversation, completing a work task). During video modeling, an action is performed by the model, the student views that model on the TV or computer screen, and the student then imitates the behavior of the model. Video modeling allows the student to perform in situations without direct adult intervention and the video model can be more easily faded than some other prompts that might typically be used with students such as verbal or physical prompts. Video Modeling as a Research-based Intervention Video modeling has been shown to be an effective way to teach individuals with autism. Video modeling has been used to teach a variety of skills to individuals with autism such as: daily living skills (Rehfeldt, Dahman, Young, Cherry & Davis, 2003), play skills (Nikopoulos & Keenan, 2004), and social skills (Leblance, Coates, Daneshvar, Charlop-Christy, Morris, & Lancaster, 2003). In addition, video modeling and in-vivo modeling have been compared to determine if the use of video modeling is more advantageous than the use of in-vivo modeling. Charlop, Le and Freeman (2000) demonstrated that video modeling resulted in not only more rapid acquisition of skills (which varied across a variety of domains such as domestic, ADL & social) but also resulted in higher levels of generalization. Using Video Modeling in the Classroom Video modeling can be used to increase a student’s ability to complete new tasks. When teaching students with autism, prompts are often needed to support the student’s learning of a new skill. When students are learning non-verbal tasks, physical prompts are commonly used. Graduated guidance in particular is often used to promote independence in the student by systematically fading the prompt over time including the use of prompting levels such as physical guidance and spatial fading. This type of prompting however requires physical intervention with the student and is not always the most appropriate option for all students. Alternately, modeling has been proven to be an effective method for teaching individuals with autism (Young, Krantz, McClannahan, & Poulson, 1994). Once a student with autism learns to imitate from a model they can then use this skill to learn a multitude of skills over time and potentially learn new skills without the need for physical prompting or guidance. When teaching a student verbal skills a verbal prompt is typically provided to the student. Verbal prompts can often be difficult to fade and the student may become more dependent on the teacher who is providing the prompt than is appropriate. Video modeling can be used to promote both non-verbal and verbal skills in students with autism. In addition when using video modeling physical or additional verbal prompts are not necessary as the video model itself is used as the prompt for the student. Verbal prompts can be embedded into the video clip and are often easier to fade than when provided by a teacher. Video modeling is also a novel teaching method for many students and teachers and may even increase motivation on the part of the learner and the instructor. In order to promote independence, the video itself can be easily faded by systematically playing shorter clips of the same video for the student or assessing the student’s skill in the absence of the video. Video modeling is a promising intervention for students with autism and should be more widely used to teach a variety of skills.
Related Reading:
Teaching Students With Autism Using Video Modeling
No comments:
Post a Comment