Vide o Mo de ling a nd Vide o I nstruc tio n: A Po we r T o o l - - PowerPoint PPT Presentation

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Vide o Mo de ling a nd Vide o I nstruc tio n: A Po we r T

• o l fo r L

e a rning Stuff!

E liza b e th (L iz) De lsa ndro , MS CCC-SL P Spe e c h-L a ng ua g e Pa tho lo g ist T he Wa isma n Ce nte r Clinic de lsa ndro @ wisc .e du

Does your c hild need you to fr equently guide him or her thr

• ugh ac tivities that have multiple steps, or

does your c hild show the desir e to c omplete an ac tivity independently?:

• Ge tting re a dy in the mo rning
• F

e e ding a fa mily pe t o r o the r c ho re s

• Orde ring a t a re sta ura nt
• Ha ving a c o nve rsa tio n with pe e rs
• Othe r a c tivitie s o r ta sks?

What is video modeling?

• Video modeling: A pe rso n o r g ro up o f pe o ple is/ a re mo de ling

a ta rg e te d ta sk o r b e ha vio r fo r a le a rne r thro ug h vide o .

• Self modeling: T

he le a rne r is suc c e ssfully pe rfo rming the ta rg e te d ta sk o r b e ha vio r o n vide o .

• Point-of-view modeling: A pe rso n is e ng a g ing in the ta rg e te d

ta sk o r b e ha vio rs a s if he o r she is the le a rne r (fro m the le a rne r’ s pe rspe c tive ) o n vide o . I t is impo rta nt to no te tha t the re a re o the r type s.

Video modeling might be the power str ategy for you to tr y, to:

• Mo ve yo ur c hild to wa rds mo re inde pe nde nc e
• He lp pre pa re yo ur c hild fo r the e xpe c ta tio ns, o r wha t is

do ing to ha ppe n (priming o r pre pa ring yo ur c hild).

• He lp yo ur c hild fe e l mo re c o mfo rta b le pa rtic ipa ting in

the ta sk, o r g a in pride in g e tting the “jo b ” do ne

T his pr esentation will:

• Disc uss so me e vide nc e o r re se a rc h tha t suppo rts the

use o f vide o mo de ling fo r te a c hing a va rie ty o f skills

What does using video for instr uc tion and pr iming at a ver y basic level look like?

E nc o ura g ing pla y in c hildre n

What does using video for instr uc tion and pr iming at a ver y basic level look like?

E nc o ura g ing pla y in c hildre n

What does using video for instr uc tion and pr iming at a ver y basic level look like?

T e a c hing a jo b ta sk

T he Phenomena of Video: F un F ac ts

• “Almo st 5 b illio n vide o s a re wa tc he d o n Yo uT

ub e e ve ry sing le da y.”

• “T

he to ta l numb e r o f ho urs o f vide o wa tc he d o n Yo uT ub e e a c h mo nth-3.25 b illio n.”

• “Yo uT

ub e g e ts o ve r 30 millio n visito rs pe r da y.”

37 Mind b lo wing Yo uT ub e fa c ts, fig ure s, a nd sta tistic s-2019 http:/ / me rc hdo pe .c o m/ yo utub e -sta ts

What is the r esear c h saying?

• Goh, A.E. & Bambara (2013): Video self‐modeling is effective when used in

combination with other instructional strategies to teach chained tasks (e.g., in community‐based employment settings) to individuals with intellectual

• disabilities. Other instructional strategies may be feedback, practice, and

providing prior experiences.

• Mechling L.K., Ayres, K.M., Bryant, K.J., Foster, A.L. (2014): High school

students with moderate intellectual disabilities were taught multi‐step cleaning tasks through continuous video modeling (e.g., video on a loop).

• Cannella‐Malone, H.I., Brooks, D.G., Tullis, C.A. (2013): Daily living tasks

(e.g., washing tables, vaccuming) were taught through self‐directed video prompting with students with intellectual disabilities.

Potential Advantages of Video Modeling

• Vide o mo de ling inc or

por ates tec hnology (a nd so me

le a rne rs a re ve ry mo tiva te d b y te c hno lo g y).

• Vide o mo de ls c a n b e viewed r

epeatedly the sa me wa y

(a nd so me le a rne rs b e ne fit fro m re pe titio n).

• Vide o mo de ls o r vide o s c a n b e re la tive ly easy to c r

eate,

thus inc re a sing the like liho o d o f vide o mo de ls b e ing use d fo r instruc tio n (no t tha t “e a sy” sho uld dic ta te wha t wo rks b e st fo r a n individua l). However

some video modeling r equir es some editing of videos (e.g., use of apps).

Potential Advantages of Video Modeling

Continued:

• Vide o mo de ls c a n b e individualized to b e st me e t the

individua l’ s c o g nitive a nd ling uistic a b ilitie s.

• Vide o mo de ls c a n tar

get a var iety of ar eas: living ,

le a rning , wo rking , a nd pla ying o r re c re a tio na l/ le isure .

Cr eating Video Models

1. Plan: Ha ve a c le a r de finitio n o f the b e ha vio r o r se t o f

b e ha vio rs tha t is to b e ta ug ht.

2. Plan: De c ide wha t kind o f vide o mo de ling is mo st e ffe c tive

fo r the le a rne r (vide o mo de ling , vide o se lf-mo de ling , po int-

• f-vie w vide o mo de ling ).

3. Plan: Cre a te a ta sk a na lysis (b re a k do wn the ta sk into

ma na g e a b le , disc re te ste ps). Write the sc ript do wn if ne e de d.

4. Plan: Co nside r the te c hno lo g y yo u wa nt to use (e .g ., ta b le t,

sma rt pho ne ).

5. Plan: Pra c tic e o r ro le pla y the ste ps o f the ta sk in o rde r. 6. Do: Vide o ta pe .

Some pr ac tic al c onsider ations

• I

nitia lly, while vide o ta ping , limit too many distr

ac tions in the

b a c kg ro und, so the le a rne r c a n fo c us o n wha t fe a ture s a re mo st re le va nt.

• Whe n vide o ta ping multiple ste ps, allow a little time between

eac h step, in c a se the le a rne r ne e ds to pa use the vide o a nd

sta rt up the vide o a g a in.

• Use simple language while na rra ting the a c tio ns in the vide o .
• K

e e p the vide o mo de l re la tive ly shor

t in length (c o nside r the

a tte ntio n le ve l o f the le a rne r).

• E

nc o ura g e the le a rne r to vie w the vide o mo de l shor

tly befor e c ar r ying out the ac tivity (e .g ., pla y sc he me , c ho re , a c a de mic

ta sk, re c -le isure a c tivity), a s a me a ns to pre pa re fo r the a c tivity.

Tell me and I forget. Teach me and I learn. Involve me and I remember.

• Benjamin Franklin

How did many people lear n this?... T hr

• ugh video!

https://www.facebook.com/uniladsound/videos/332352084256832/