Video Self-Modeling Community of Practice Autism May 20, 2008 Adapted from a Presentation by Teresa Lyons, VDOE T/TAC at Virginia Tech

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Video Modeling and Video Self-Modeling Community of Practice Autism May 20, 2008 Adapted from a Presentation by Teresa Lyons, VDOE T/TAC at Virginia Tech

Sally Chappel VDOE Region 5 T/TAC [email protected] 1 Strategies for intervention and to teach new behaviors

Social Stories™, Comic Strip Conversations, Gray, Carol

Power Cards, Gagnon, E.

The Incredible Five Point Scale, Dunn Buron, K., Curtis,M. Incidental Teaching Visual Supports Schedules, Task Lists Scripts, Cue Cards

2 Strategies Each of these strategies involves looking at a variety of behaviors from the child’s perspective The child can read about, talk about, & see different expected behaviors through the use of words and pictures While these approaches incorporate the child into the “picture”, the child doesn’t get to see the action involved in the skills targeted 3 But . . . What if the child could actually see themselves or peers performing expected behaviors?

Would behavior change and could it be a more significant change?

4 Yes! Yes! Yes!

If I can see it, I can do it!

5 Temple Grandin “I think in pictures. Words are like a second language to me. I translate both spoken and written words into full-color movie, complete with sound, which run like a VCR tape in my head. When somebody speaks to me, his words are instantly translated into pictures.”

From Thinking in Pictures (p.1)6 Social Learning Theory and Modeling History

Albert Bandura: – Theories of Social Learning & Self-Efficacy

– The Bobo Doll Studies (1977)

7 Bandura Bobo Doll Studies

Young children viewed a young adult beating on a Bobo doll – hit with hammer, sit on it, yell at it When presented with a Bobo doll and hammers, children interacted with the Bobo doll as they had seen the model do without any reinforcement or adult encouragement

http://psychclassics.yorku.ca/Bandura/bobo.htm

8 9 http://www.holah.karoo.net/bandurastudy.htm Bandura Findings

Human behavior is primarily learned by observing and modeling others. Observational learning is a cognitive and behavioral change that occurs as a result of observing others engaged in similar actions (Bandura, 1986)

10 Observational Learning Process Four steps need to occur: 1. Attention - when model appears more like self, attention increases 2. Retention - we store images seen, bring them up when needed, and reproduce actions 3. Reproduction - images translate into actions when skills are within our repertoire 4. Motivation - there is a reason for imitation to occur From “Video Modeling: Why does it work for children with autism?” by Corbett & Abdullah, 2005 11 Why it works in autism?

• over-selective attention • a restricted field of focus • preference for visual stimuli (Kinney et al., 2003) • offers a way to learn through social models without initial face-to face interactions • benefit from visually cued instruction • show strengths in processing visual rather than verbal information

From “Video Modeling: Why does it work for children with autism?” by Corbett & Abdullah, 2005 12 What is Video Modeling and Video Self Modeling?

13 Video Modeling

A procedure in which a learner is shown a videotape of a model performing a target behavior or completing a desired task (Sigafoos, O’Reilly, & de la Cruz, 2007)

Coulter Video

14 Video Modeling “Researchers have shown that the most effective models tend to be individuals close to the observer’s age who have similar characteristics (gender, personality, race and mood) and are functioning only slightly above the observer” (Bandura, 1997, 2001; Thoreson & Hosford, 1973)

As quoted in VSM Applications with Students with ASD in a Small Private School Setting by Tom Buggey (2005) 15 Video Self-Modeling (VSM) Intervention where observers are shown videotapes of themselves successfully engaging in an activity VSM is a technique that allows: 1. a child to view themselves as they could be in the future (feedforward) Dr. Dowrick - Here is your goal. This is what you will look like when you’ve mastered this difficult situation

Shirley Video

16 Videotaped Self-Modeling (VSM)

2. a child to view only positive performances of a behavior that has been targeted for intervention (positive self-review) Dr. Dowrick - Catch me being good and remind me of it; here are good examples of what you should do more often

17 Videotaped Self-Modeling (VSM) VSM increases self-efficacy – the belief that one can succeed

Bandura (1982) proposed that: “a person has a greater chance of learning a behavior and gaining a perception of self-competence, when s/he perceives a greater chance of

success or self-efficacy”. (Whitlow)

18 Bandura’s Theory of Self-Efficacy Two methods of increasing 1. Enactive experience – a person would actually see themselves perform a learned behavior successfully. “Self-competence is proven through self- performance.” (Whitlock)

19 2. Vicarious experience – high self- efficacy can occur through observing behaviors modeled by a person that is most like the individual. •Peers serve as better models to a child than an adult (as seen in the movement towards inclusive practices)

Last two methods – mastery experience & social persuasion - not relevant to this discussion – can be read about in the book Self-Efficacy Mechanism in Human Agency (1982) or http://www.des.emory.edu/mfp/BanEncy.html 20 Enactive Experience relates to Video Self-Modeling

Vicarious Experience relates to Video Modeling

21 Benefits of video as an instructional medium Moving visual image that can be readily produced Ability to gain attention - ability to produce a close approximation to human presence Interactively controlled

Dowrick, P.W. (1991). Practical guide to using video in the behavioral sciences. New York: Wiley. 22 Benefits of video as an instructional medium Creates a personal involvement - video transports the observer into the depths of the content

Focuses attention on important elements of modeled behavior and ensures that these elements are relevant and within the capacity of the individual

Dowrick, P.W. (1991). Practical guide to using video in the behavioral sciences. New York: Wiley. 23 Research on VSM and Video Modeling Research has shown video modeling to be an effective treatment for a large range of behaviors including language, life skills, motor skills, play skills, social behaviors, stuttering, elective mutism, attention disorders, behavior disorders, aggressive behaviors, math skills, reading skills and sports skills.

24 Video Modeling and VSM Success Research • Problem Behaviors • Athletic Performance • Autism, (behavior, • Reading Fluency and social skills, Comprehension communication • Math Achievement • Academic • Articulation Disorders Engagement • Selective Mutism • Impulsivity • Phobias/Anxiety • Adaptive (Speaking, Social, Behavior/Daily Specific, etc.) Living Skills

25 Video Modeling

Live vs. Video Modeling (Charlop - Christy et al., 2000) • Taught social-communication and functional skills to children with ASD • Video modeling more effective than live modeling • Video modeling led to better generalization of skills

26 VSM Research Used video self-modeling techniques to increase the social engagement of two preschool children with ASD. Results showed dramatic increases in social interaction with peers that were maintained after the intervention concluded. (Bellini, Akullian, and Hopf, 2007)

27 Meta-Analysis of Video Modeling and VSM Interventions (Bellini and Akullian, 2007)

Moderate to highly effective in 19 out of 23 studies published in peer reviewed journals Outcomes included social communication, functional skills and behavior Covered age span (ages 3 to 20) and autism spectrum (varying levels of language and cognitive functioning)

28 VSM Research

Language Acquisition – Use of the word “be” increased in conversation Responding to questions – Response rates tripled or quadrupled Transitions – Morning “getting ready” routine decreased from 65 to 20 minutes http://www.utc.edu/Faculty/Tom-Buggey/vsm.html

29 VSM Research Lunch - Increased eating 1/3 of lunch in 30 minutes to completing entire lunch Preschool Aggression – Extinguished cheek squeezing behavior – Extinguished behavior, cheek squeezing ceased Reading Fluency – Moved from 2 years below grade level to reading fluently at grade level

– http://www.utc.edu/Faculty/Tom-Buggey/vsm.html 30 Three Methods of generating video

Method 1 – less time consuming – Have students role-play or imitate behavior that is being targeted – Effective when targeting social or language skills – Video, edit, & watch

Leon Video

31 Method 2 – Provide the child with hidden supports that will enable the child to complete the task – Video close footage of the child – excluding the provided supports – Edit out the supports – Create the illusion that the child completed the task without assistance Michael Video 32 Method 3 – most time consuming – The following method is more suitable to children that are unable to role-play situations or who struggle with imitation. – Tape the person over a period of time – Edit the footage to show only the desirable skills/behaviors that may be more rarely performed

Cole Video

33 A few studies on VSM

VSM Applications with Students with ASD in a Small Private School Setting (Tom Buggey, 2005) – Targeted 5 children with autism and 4 behaviors Roy (11) and Tommy (10) – rarely initiated social interactions with peers and adults Using method 1, the boys participated in role-play with peers – walked up to a group, asked them about their weekend, and discussed favorite activities; asked teachers about HW; asked peers to play 34 A 3-minute video was created showing the positive interactions Video began with an auditory narrative of “A movie starring Roy. Let’s watch Roy and his friends talk and play together.” Video ended with freeze frame of student with clapping and words “Great job, Roy!”

35 Boys watched the video each morning before classes began. Both boys made substantial gains.

Roy – initiation of Tommy – initiation of social interactions social interactions Baseline – 0 a day Baseline – .17 a day Intervention – 4.0 a day Intervention – 3.8 a day Maintenance – 4.4 a day Maintenance – 4.25 a day

36 Scott (6) and Aaron (8) demonstrated intense tantrums when agitated or frustrated Using method 1, both boys role-played situations with their teacher and some peers that would typically get them upset They also role-played how to react appropriately The same process was followed for editing the video and presenting it to the boys

37 Scott – duration of Aaron– duration of tantrum tantrum

Baseline – mean 16.25 Baseline – mean 19.3 minutes minutes Occurred on all 10 days and 2x on three days Intervention – mean 1.6 Intervention – mean 4 minutes minutes Maintenance – mean 2.8 Maintenance – mean 2.3 minutes minutes

* Three weeks * Three weeks later later no tantrums no tantrums were were occurring occurring 38 John is a 5 year old boy who was very active and occasionally hit and pushed his classmates. He also had delays in receptive and expressive vocabulary. Behaviors targeted for VSM were pushing classmates and language production – unsolicited utterances (word/words) spoken with intent w/o prompting and response to questions

39 Using method 3 because John was unable to role play, John was videotaped during normal activities for 3 days. A 2-1/2 minute video of John using appropriate behaviors was created – hugging a classmate, sharing a toy, obeying the teacher’s directions. Trailer – “Here’s John playing nicely with his friends. John never pushes.”

40 For the video on language production, the researcher, using frame-by frame editing, extracted single words from the video footage and created sentences of John speaking. John’s mother took video of him at home eliciting words and phrases. The final video was a series of questions being asked of John with immediate answers from John. Trailer – “Let’s listen to John talking to his friends. He is using a lot of words.”

41 During presentation of language production video, the data collected did not look promising. Video was viewed and edited. Too many visual transitions in original video from questioner to John New video edited to show more of John – several sentences added and less questions used.

42 John – pushing John – utterances behavior Baseline – 0 utterances Baseline – mean 2.2 incidents over 5 Intervention – tape 1 day period 1 week: 0 utterances

Intervention – 0 Intervention – tape 2 incidents day 1, 1 mean 3 utterances incident day 2, 0 incidents Maintenance thereafter mean 5 utterances Maintenance 0 incidents a day 43 John - Response to Questions

Baseline – mean 0.2 of 10 Intervention – tape 1 one week Mean 3 of 10 Intervention – tape 2 Mean 3.67 of 10 Maintenance Mean 4.67 of 10 Creating a Video Model Steps: 1. Decide on behavior/skill to address Questions to ask/consider: – is this a behavior/skill that can be addressed through a less time consuming method – is this behavior/skill impeding the child’s learning or access to the environment – is this behavior/skill an important one to change/improve 45 Creating a Video Model 2. Do a task analysis of skill/behavior - determine each skill needed in sequence - create a storyboard 3. Videotape skills/behaviors 4. Edit video so that only the desirable skills/behaviors are seen (max 3 min) 5. Provide individual a set time to view video of themselves demonstrating desired skills/behaviors 46 Creating a Video Model

Take data - Establish a baseline - Take data during intervention - Return to baseline - Take data during maintenance

47 Cole’s Data

35 30 25 20

15 Mom/Beer 10 Matthews Center 5 0

48 Tools needed to generate VSM product

Video Camera - Digital video camera, digital camera or VHS camera Video-editing software Audio-editing software CD or DVD burner

49 Video Editing Software

ArcSoft ShowBiz® DVD 2 – Cost $99.99 at http://www.arcsoft.com/en/products/show biz/ – 50% discount - use code ttacsbDVD50 Ulead® VideoStudio™ 11 – Cost $69.99 at http://www.ulead.com/vs/runme.htm

50 Sony Vegas Movie Studio+DVD – Cost $89.99 at http://www.sonymediasoftware.com/prod ucts/showproduct.asp?pid=977

Pinnacle Studio Version 12 – Cost $49.99 at http://www.pinnaclesys.com/PublicSite/us/ Products/Consumer+Products/Home+Video/ Studio+Family/Studio.htm

51 Windows Movie Maker included on Windows

Apple iMovie included on Macs

52 Audio Editing Software

Audacity – free at http://audacity.sourceforge.net/

53 Video Capture Devices

Dazzle DVD Recorder – Cost $49.99 at http://www.pinnaclesys.com/PublicSite/u s/Products/Consumer+Products/Dazzle/

54 Video Modeling Web Resources http://www.siskin.org/index.php?sid=89 http://www.alaskachd.org/video/

55 Videos on the Web Leon’s Movie http://www.youtube.com/watch?v=GxBH1H82fbs Deon’s movie http://www.youtube.com/watch?v=SiUv4E9WnZc &feature=related (This video reflects the work of Dr. Peter Dowrick) Siskin Children’s Institute: Breakthroughs in Autism http://www.youtube.com/watch?v=3oaaveOzBko (This video reflects the work of Dr. Tom Buggey) New England Center for Children – NECC preschool playroom http://www.neccautismplay.com/ (This sight and video are the work of Rebecca McDonald who does a lot of research in the area of Video Modeling) 56 Videos on the Web

Greetings Game Video Model - http://www.youtube.com/watch?v=cER_yy_CWGM&feature=r elated Video Modeling Turn-Taking - http://www.youtube.com/watch?v=Qjg3a3TqhKg&feature=rel ated Teaching Social Skills to Kids with Autism and Aspergers - used in schools, homes, and therapy centers - http://www.youtube.com/watch?v=J0nBatn5vUo Video Modeling - Sharing - http://www.youtube.com/watch?v=VZdl9Drl5GY&feature=rela ted Video Modeling - Firefighter - http://www.youtube.com/watch?v=T07l3kW7TJM&feature=r elated

57 References Apple, A.L., Billingsley, F., Schwartz, I.S. (2005). Effects of video modeling along and with self-management on compliment-Giving behaviors of children with high-functioning ASD. Journal of Positive Behavior Interventions, 7(1), 33-46. Bandura, A. Retrieved from http://www.des.emory.edu/mfp/BanEncy.html Bandura, A. (1982). Self-efficacy mechanism in human agency 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 (3). Buggey, T. (2007). A picture is worth . . . Video self- modeling applications at school and home. Journal of Positive Behavior Interventions, 9(3), 151-158. Buggey, T. (2005) VSM applications with students with autism spectrum disorder in a small private school setting. Focus on Autism and Other Developmental Disabilities, 20(1), 52- 63. 58 References

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(6), 537-552. Charlop, M.H., & Milstein, J.P. (1989). Teaching autistic children conversational speech using video modeling. Journal of Applied Behavior Analysis, 22, 275-285. Clare, S.K., Jenson, W.R., Kehle, T.J. & Bray, M.A. (2000). Self- modeling as a treatment for increasing on-task behavior. Psychology in the Schools, 37(6), p. 517-522. Corbett, B.A. & Abdullah, M. (2005). Video Modeling: Why does it work for children with autism? Journal of Early and Intensive Behavior Intervention, 2 (1), 2-8. Creer & Miklich (1970).The application of a self-modeling procedure to modify inappropriate behavior: a preliminary report. Behavior Research and Therapy, 8, 91-2.

59 References

Darden, F. (2006). Video self-modeling to facilitate visual symbol learning in preschoolers with developmental delays. Dissertation: Florida State University. Delano, M.E. (2007). Improving written language performance of adolescents with Asperger Syndrome. Journal of Applied Behavior Analysis, 40(2), 345-351. D'Ateno, P., Mangiapanello, K., & Taylor, B.A. (2003). Using video modeling to teach complex play sequences to a preschooler with autism. Journal of Positive Behavior Interventions, 5, 5- 11. Dowrick, P.W. (1991). Practical guide to using video in the behavioral sciences. New York: Wiley. Dowrick, Kim-Rupnow, & Power. (2006). Video Feedforward for Reading. The Journal of Special Education, 39(4), 194-207.

60 References

Greenberg, Buggey, & Bond - Video Self-Modeling as a Tool for Improving Oral Reading Fluency and Self- Confidence (ERIC - # ED471091). Grandin, T. (1995). Thinking in pictures and other reports from my life with autism. New York: Doubleday. Nikopoulos, C.K., & Keenan, M. (2007). Using video modeling to teach complex social sequences to children with autism. Journal of Autism and Developmental Disorders, 37(4), 678-693. Simpson A., Langone, J., & Ayres, K. M. (2004). Embedded video and computer based instruction to improve social skills for students with autism. Education and Training in Developmental Disabilities, 39(3), 240-252. Wert & Neisworth. (2003). Effects of VSM on spontaneous requesting in children with autism. Journal of Positive Behavior Interventions, 5(1), 30-4.