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Autism-Video-Modeling.Pdf Autism Video Modeling A Visually Based Intervention for Children With Autism Spectrum Disorder Jennifer B. Ganz Theresa L. Earles-Vollrath Katherine E. Cook Visually based interventions such as moderate or severe autism, often co- Grandin described her thought proces- video modeling have been demon- occurs with developmental delays, ses as “completely visual” (Grandin & strated to be effective with students emotional and behavioral disorders, Scariano, 1986, p. 131), noting that with autism spectrum disorder. This and attention deficits (Kogan et al., she remembered information by visu - approach has wide utility, is appropri - 2009). alizing a page in a book with the ate for use with students of a range of According to current legislation (i.e., information and that she had difficulty ages and abilities, promotes indepen- No Child Left Behind Act of 2001, remembering auditory information dent functioning, and can be used to Individuals With Disabilities Education unless she was able to pair it with a . C address numerous learner objectives, Act), instructional strategies used in visual image. Likewise, Liane Holliday E C classrooms must be scientifically Willey (1999) recalled relying on visu - 1 including behavioral, self-help, commu - 1 0 2 nication, and social objectives. What research-based (Simpson, Myles, & al landmarks to find her way to col - t h g i are the components of video modeling? Ganz, 2008). Visually based instruction lege classes and finding herself drawn r y p such as video modeling, a research- to visually based subjects, such as o What’s the best way to implement C . supported intervention, may be more architecture. 9 video modeling with students? Do the 1 - 8 techniques differ for students of differ - appropriate and effective than other Visually based approaches may help . p p ent ages and abilities? approaches for students with ASD for a address pervasive difficulties in stu - , 6 . number of reasons (Bellini & Akullian, dents with ASD. These strategies o N Recently, the number of people diag - , 2007; Delano, 2007b). respond to stimulus overselectivity by 3 4 . nosed with autism spectrum disorder assisting students in focusing and l o V (ASD) has increased drastically, most Students With ASD as maintaining attention to relevant stim - , n e Visual Learners r recently as common as 1 in 91 (Kogan uli (Shipley-Benamou, Lutzker, & d l i h et al., 2009), although impacts range Students with ASD learn best through Taubman, 2002), and can enhance C l a from severe to mild impairment (Rice visual means (Hodgdon, 1995; Mesi- children’s abilities to independently n o i t et al., 2007). ASD is common across bov & Shea, 2008; Mesibov, Shea, & complete unfamiliar or complex direc - p e c x races, ethnicities, and social groups Schopler, 2004; Quill, 1997; Simpson tions by condensing the content to E G and is four times more common in et al., 2008). In addition, adults with only essential information (Williams, N I H C boys than in girls (Rice et al., 2007). ASD have attested to their reliance on Goldstein, & Minshew, 2006). The per - A E Further, ASD, particularly in those with visually based information. Temple manent nature of visually based strate - T 8COUNCIL FOR EXCEPTIONAL CHILDREN gies allows students to review cues, (Dettmer, Simpson, Myles, & Ganz, ing problem behaviors in children ages decreasing reliance on teacher prompts 2000; MacDuff, Krantz, & McClanna- 7 to 14 (Sasso, Melloy, & Kavale, and increasing independence (Hodg- han, 1993; Massey & Wheeler, 2000), 1990). don, 1995). Additionally, visually (b) reduce problem behavior in a 3- based interventions support students’ year-old (Dooley, Wilczenski, & Torem, What Is Video Modeling? ability to shift attention (Quill 1995, 2001), and (c) facilitate play in 4- to 6- Video modeling is a strategy involving 1997, 1998), make abstract concepts year-olds (Morrison, Sainato, Ben the use of videos to provide modeling more concrete (Peeters, 1997), and Chaaban, & Endo, 2002). of targeted skills (Bellini & Akullian, may be less socially stigmatizing than Visually based scripts are another 2007). Both videos that include the verbal reminders by adults or compan - strategy used with students with ASD participants ( video self-modeling , VSM) ions when in the presence of peers. (Ganz & Flores, 2010; Ganz, Kaylor, and videos of others have been found There is support in the literature for Bourgeois, & Hadden, 2008). Scripts effective in teaching new skills (Sherer using visually based strategies with provide the exact words for participat - et al., 2001). Video modeling including “other” models may be easier to pro - Students with ASD learn best through visual means. duce because these videos generally require less editing than VSM; typically developing students may more readily students with ASD of all ages (Simpson ing in social interactions and other cooperate, understand directions, et al., 2008). When taught using visu - well-defined situations (Ganz, Cook & already demonstrate mastery of target ally based strategies, many students Earles-Vollrath, 2006). Visually based skills, and require fewer prompts. with ASD maintain and generalize scripts have been effective (Simpson et Point-of-view modeling , or placing the newly learned skills (Krantz & McClan- al., 2008) in (a) increasing social skills video camera at an angle that illus - nahan, 1993, 1998). In particular, visu - in children ages 5 to 10 (Gonzalez- trates the target skill from the point of ally based schedules , containing photo - Lopez & Kamps, 1997; Pierce & view of the target student (e.g., camera graphs or line drawings of upcoming Schreibman, 1995, 1997), (b) improv - is placed at the shoulder of the model activities or selected play schemes, ing communication skills in students to show the skill from eye level) also have been used to (a) increase work ages 9 to 12 years old (Krantz & has been demonstrated to be effective completion for students ages 5 to 14 McClannahan, 1993), and (c) decreas - (Bellini & Akullian, 2007). TEACHING E XCEPTIONAL CHILDREN Έ JULY /A UG 2011 9 Video modeling as a strategy has elementary-age students (e.g., Niko- baseline data regarding the student’s preliminary support to improve a vari - poulos & Keenan, 2003; Sherer et al., social strengths and deficits (Heflin & ety of skills in students with ASD 2001). Alaimo, 2007). This might include eco - (Ganz et al., 2006; Ganz, Cook, & The flexibility of video modeling is logical assessments comparing a stu - Earles-Vollrath, 2007). Video modeling an advantage: In addition to addressing dent’s abilities to those of his peers using videos of “others” has been a variety of skills for a continuum of within a target environment or activity; demonstrated to age ranges, it can be implemented behavior sampling; observations in the alone or in conjunction with other natural environment; questionnaires • Increase appropriate social inter- instructional strategies. In fact, much and interviews completed by school actions (Apple, Billingsley, & of the research involving video model - staff, parents, and peers; and student Schwartz, 2005; Gena, Couloura, & ing has been in combination with other self-reports (Heflin & Alaimo, 2007). Kymissis, 2005; Maione & Mirenda, strategies. For example, Baharav & Using the assessment results, develop a 2006; Nikopoulos & Keenan, 2003). Darling (2008) used video modeling list of skills and prioritize them in • Improve conversation skills (Char- with an auditory trainer, Scattone order of importance. Target skills lop & Milstein, 1989; Charlop- (2008) combined it with social stories, should be objectively defined and Christy, Le, & Freeman, 2000; Sherer and Keen and colleagues (2007) paired based on observational data. et al., 2001). video modeling with positive reinforce - • Improve daily living skills (Haring, ment strategies. Although video model - Step 2: Produce the Videos Kennedy, Adam, & Pitts-Conway, ing may be implemented alone or with - Prior to developing the videos, deter - 1987; Keen, Brannigan, & Cuskelly, out additional strategies, research sup - mine the type of media to use (i.e., 2007). ports its use when combined with videotape vs. digital) and then gather strategies such as social skills instruc - • Improve play skills (Charlop-Christy the necessary equipment (e.g., video tion (Bellini & Akullian, 2007) . et al., 2000; Dauphin, Kinney, & camera, video player, monitor, video Because video modeling can be Stromer, 2004; MacDonald, Clark, editing software; Sigafoos, O’Reilly, & used with students with ASD to Garrigan, & Vangala, 2005; Maione de la Cruz, 2007). Plan on creating strengthen a variety of skills (see & Mirenda, 2006; Nikopoulos & three to five videos for each skill, pro - Figure 1), it is a strategy that educators Keenan, 2003, 2007). viding a variety of settings, models should have in their toolboxes. It helps (i.e., the student, peers, or adults; • Reduce problem behaviors (Luscre to understand the components and Buggey et al., 1999; Sherer et al., & Center, 1996). VSM, although studied less fre - quently, has been demonstrated to be There are three basic steps for implementing video modeling effective when used to improve com - munication skills (Buggey, Toombs, with students with ASD: identifying the skills to be targeted, Gardener, & Cervetti, 1999; Sherer et producing the videos, and implementing the intervention. al., 2001), increase social initiations, decrease problem behaviors (Buggey, 2005), and improve academic and task- 2001), and scripts or task analyses
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