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Shukla-Mehta, S., Miller, T., & Callahan, The purpose of this study is to
K. J. (2010). Evaluating the
determine how video instruction affects
Effectiveness of Video Instruction on
students ability to acquire social and
Social and Communication Skills
communication skills. The focus is on
Training for Children with Autism
students with Autism Spectrum
Spectrum Disorders: A Review of the
Disorders (ASD) to determine if video
Literature. Focus On Autism And Other instruction statistics are consistent for
Developmental Disabilities, 25(1), 23- any student as well as solidify this
36.
practice as evidence-based. This study
has increased interest due to the fact
that video instruction for students with
special needs is becoming a common
application in the classroom.
Bellini, S., & Akullian, J. (2007). A Meta- The purpose of this study was to
Analysis of Video Modeling and Video provide a synthesis of outcomes on
Self-Modeling Interventions for Children previous existing studies on video
and Adolescents With Autism Spectrum modeling The studies were on children
Disorders. Exceptional Children, 73(3), and adolescents with Autism Spectrum
264-287.
Disorder (ASD). The meta-analysis
examined the effects of intervention,
maintenance, and generalization of
video modeling and Video-self
modeling (VSM) interventions. These
were examined across three dependent
variables: social-communication skills,
functional skills, and behavioral
functioning. One last purpose for this
study was to see if video modeling
interventions met the criteria for
evidenced based practices.
The participants in this study were four The results of this study did not find
typically developing children between much correlation between the
two and three years of age and two
frequency of appropriate interactions
children that had been diagnosed with between children with ASDs and
ASDs. The study took place in a
typically developing children and
playground and classroom that was
exposure to these appropriate
modeled after an early-intervention
interactions via VSM. Each child was
classroom and was a part of a larger
fairly consistent in the number of
institution in the southeastern area of interactions they initiated and
the United States. The institute served participated in from their baseline,
children from birth to five years old, and which implies that children under the
most classrooms were fairly evenly
age of four do not respond well to the
divided between children with and
intervention of VSM to learn social and
without disabilities. Data were
communicative skills. This study
collected through event recording by
concludes that while self-recognition
two researches that intently observed and the ability to recognize that play is
the children on the playground and in not always real occurs at around two
the classroom. The skill measured was years of age, other skills might need to
the frequency of appropriate
be developed before children can learn
communication, interaction, and/or play social and communication cues from
between the children with ASDs and
VSM. The researchers acknowledge
the children that were typically
that while VSM might not be the most
developing. The intervention included effective strategy to teach social and
showing the children a two and a half to communicative skills to children with
three minute video of VSM displaying ASDs under the age of four, this study
the children communicating,
focused on the teaching of behavioral
interacting, and/or playing together
aspects and the findings cannot be
appropriately. The videos included
generalized across topics of teaching.
various types of interaction initiation
The use of typically developing
(gestural or verbal), followed by the
students in this study helped the
successful interaction between the two conductors to infer that some
students.
developmental criteria might need to be
acquired before VSM can be
successfully used as an intervention to
teach social and communication skills.
The chosen participants for this study Before the implementation of the VSM
were three middle school aged children method, nearly no self-initiated
with autism, who were located in a
greetings were initiated by any of the
large school near a large city in the
three participants. Only Katarina was
Southern part of the United States. Two recorded as using a greeting when
of the students were in 6th grade and entering the classroom. However, at the
the other was in 8th grade at the time end of the implementation, only
that the study was conducted. These
Samuel continued to consistently selfthree students that were chosen all
initiate greetings with others. Katarina
were receiving special education
and Brandon did not initiate any
services and were placed in selfgreetings after the removal of the
contained classrooms. All of the
intervention. It was noted that no
students chosen were of the same race attempts at communication were made
and came from similar economic
during the observation periods and
backgrounds and had very little to no
Brandon did not attempt to use his big
verbal communication. The video
mac button that he uses as an AAC
models shown to the students were of device to communicate to greet the
a student entering a classroom and
others. It appears that while this
self-initiating a greeting. The video then intervention showed some success, it
showed the same student entering a
did not have a high success rate overall
lunch room and greeting those that he within this group of students.
sits down with. Each participant of the
study was then prompted to vocalize or
use their AAC to greet the others by
saying "good morning", "hi/hello", or
some variation of those. Data was
collected through a number of
observations ranging from a 15-21 day
span. The first student "Samuel" was
observed nine times, the second
"Katarina" was observed 15 times, and
the third "Brandon" was observed 18
times. All of their observations were
then documented to track progressions.
This tutorial looks at other reviews and The results show that video modeling
meta-analyses that have been done
and VSM are both beneficial for school
over the past 10 years. The reviews
based SLPs to use. SLPs have a lot of
and meta-analyses were on empirically requirements they have to meet when
supported considerations for schoolimplementing an intervention and video
based SLPs who may use video
modeling seems to meet all of these
modeling or VSM when working with
challenges. Video modeling is
students who have ASD. This study
evidenced based, it requires very little
focuses on five phases when
training for professionals to implement,
implementing video modeling and video it can be used on a regular basis in
self modeling. The fives phases are
many different settings, with different
preparation, recording of the video
materials, and with many different
model, implementation of the video
people, students with ASD find video
modeling intervention, monitoring of the modeling fun and interesting and this
student's responses to the intervention, can limit the number of behavior
and planning of the next steps.
problems, and video modeling in very
Preparations allows the SLPs to see if cost effective to implement. This tutorial
video modeling is appropriate for the
highlights that video modeling is a great
student with ASD. It also allows time to tool to be used in different setting with
see what skill needs to be worked on in different people. Students with ASD
the video model and the setting that the can take the skills they have learned in
video modeling should occur. The
video modeling and apply them in their
second phase is recording of the video other classes with other teachers and
modeling. In this phase, equipment
students. This tutorial also shows that
needs to be chosen, how the video will school-based SLPs who use video
be played needs to be decided, and the modeling can have a greater chance of
quality of the video needs to be
making a lasting change on an
reviewed. The third stage is the
individual with ASD in regards to social
implementation of the video modeling skills, communication skills, adaptive
intervention. This phase decisions need skills, self regulatory skills, and plays
to be made of when and how many
skills.
times the video needs to be used and
who will be implementing the video. In
the monitoring of student's response to
the video modeling intervention phase,
it needs to be decided how data will be
collected and involving evaluating
This article reviews other articles that This article shows that VSM is good
talk about VSM as an intervention.This strategy to use for individuals with ASD
article was written in 2012 and looks
and to use it in conjunction with other
back at other reviews of VSM from
interventions. It shows that VSM can
previous years. In this articles, it shows help reduce problem behaviors in some
the relative effectiveness of VSM in
students, but not all. This could be
contrast with other video modeling
because ASD is such a broad spectrum
strategies. When reviewing the other
and two individuals are alike. Because
articles it looks across the four major
it is such a broad spectrum this would
categories, language and
explain why not all students will
communication, social skills
respond to using VSM. The article also
interventions, behavior modification,
says that VSM should be used as a
and task instruction. These four
continuum of interventions.
categories were looked at assessing
the current evidence base that supports
VSM as an evidence-based practice
that targets specific problem behaviors
and increasing skills in students with
ASD.
This study was conducted in 2012 by At the completion of the study, it was
the examining a 16 year old male in the determined that the use of VSM did
10th grade, who has ASD and a
increase the number of correct
moderate intellectual disability. The
responses for a student with ASD. The
student often became uncomfortable
teacher was able to share that the
when asked direct questions during
implementation of VSM was easy to do
class discussion and would engage in and was not seen as a distraction to
repetitive behaviors. The target
other students in the classroom. The
behavior that was being worked toward percentage of the student's prompted
with this study was the increasing of the correct responses increased from 4%
student's unprompted correct
to 42% over the course of 5 weeks.
responses in classroom discussion.
The data collected over the course of
The study took place in a southwest
those five weeks also displayed that
high school during science instruction while the amount of correct responses
time in a resource classroom. The
increased, the student still needed to
student was given a video iPad, which be prompted by the teacher through
delivered the science related VSM .
direct questioning to contribute to class
Data was collected over the course of 5 discussion. The amount of repetitive
weeks in 20 different instructional
behaviors that were a result of the
sessions. Before a lesson, the student student being directly questioned also
would watch a VSM done by his
decreased with the use of the iPad. A
teacher to give him an introduction to functional relationship between the use
what would be discussed in the lesson. of the VSM on the iPad and the
Then, the student would be verbally
number of correct responses was
prompted by the teacher to answer
established. With the continuation of
questions over what he had seen in the the VSM for the student and possibly
video.
some one-on-one work with the
resource paraeducator before lessons,
it was decided that the student could
have even more success.