Evidence Based Practice

Evidence Based Practice Guideline: Video Modeling.

Elizabeth Stark

Video Modeling is a demonstration of a model meant to target behaviors or teach a skill, by means of video-based technology.It is an effective way to improve social and communication skills of children who have Autism Spectrum Disorder or ASD (Wilson, K., 2013a). Wilson, K. (2013b) expresses the importance of this Evidence Based Practice in the Journal Article, Teaching social-communication skills to preschoolers with autism: Efficacy of video versus in vivo modeling in the classroom. Video Modeling works well with individuals with autism; they have strengths in visual processing and it interweaves their deep fascination with electronic screen media. It also works because there is little language, it is not time consuming, and does not require face-to-face instruction (Wilson, K., 2013a).

There is a five-phase process that can help create a successful video-prompting plan for children who have ASD (Wilson, K., 2013a). By following these steps, a parent or teacher can effectively implement video prompting.

  1. Preparing the video
  1. Choose a specific skill.
  2. Choose a model type.
  1. Should the children model their own behavior? Should a peer or the student do the behavior?
  2. Either first-person or third-person perspectives can be used to explore the activity in the video (Gardner, S., & Wolfe, P., 2013).
  1. Choose a setting.
  1. Where do you want them to perform the specific skill?
  1. Script the video model.
  1. How long should the video take? Should you have various places the video is recorded? Will you add a voice over? Will you break up the behavior into several videos or leave it as one?
  1. Recording of the video model
  1. Choose the equipment.
  2. Evaluate the video and audio quality.
  1. Implementation of the Video Modeling Intervention.
  1. Determine where the video will be shown. Try not to show video where it is loud and around distractions.
  2. Determine how often the video needs to be viewed.
  3. Determine when the video should be viewed.
  4. Decide who will implement the intervention.
  1. Monitoring of student Response to the Video Modeling Intervention.
  1. Select specific methods of data collection.
  2. Evaluate the student’s ability to use the skill learned in all areas of life. Not just in the specific area the video was filmed.
  3. Make sure the student is maintaining the skill.
  1. Plan the next step.
  1. Answer questions: Was the video effective? Was the student able to generalize the skill in various settings?
  2. If the video model was effective:
  1. Work on pulling back the amount of prompts needed.
  2. Select a new skill to work on.
  1. If the video model was not effective:
  1. Re-record the video. Make sure the video was clear and concise.
  2. Shorten the video.
  3. Change where the student views the video.
  4. Change how many times a day the student views the video.

Parents and teachers need to be conscious to reduce the video prompts once a student understands the concept. The video itself can be cut shorter, the times viewed per day can be altered, and/or a new video may need to be filmed. Children with ASD sometimes become dependent on prompts even if they know how to perform the skill (Gardner,S., & Wolfe,P., 2013).

Video modeling is quite practical and efficient when used properly. Making a video can be simple and easy to mold to a child’s needs. For a child with ASD this flexibility is crucial. Video modeling is an intervention, which promotes independence and engages students (Wilson,K., 2013b).

References

Gardner,S., & Wolfe,P. (2013). Use of video modeling and video prompting interventions for teaching daily living skills to individuals with autism spectrum disorders: A review. Research & Practice for Persons with Severe Disabilities, 38(2), 73-87.

Wilson,K. (2013a). Incorporating video modeling into a school-based intervention for students with autism spectrum disorders. Language, Speech & Hearing Services in Schools, 44(1), 105-117.

Wilson,K. (2013b). Teaching social-communication skills to preschoolers with autism: Efficacy of video versus in vivo modeling in the classroom. Journal of Autism & Developmental Disorders, 43(8), 1819-1831.