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<ul><li> 1. Looking into theFutureVideo ModellingTracy Watkin</li></ul> <p> 2. IntroductionTheoryProcessWhere to Next? 3. IntroductionClip 1YouTube 4. Google Maps :Street View 5. TheoryWhatisVideoModelling?EvidenceBaseSocialCogni7veLearningTheoryThePowerofVideoModelling 6. What is Video Modelling?A method ofteaching in whichan individual learnsa behaviour or askill by watching avideo recording ofsomeone themodel demonstrating thatbehaviour or skill.Research Autism 7. Evidence Based Intervention over 50 studies 160 participants positive benefits 9 studies supportingvideo modelling 50 studies mixed in vivo and videomodelling established 8. Social Cognitive Learning TheoryBandura 1986: cognitive and behavioural changesacquired by observing and imitating a model1. Attention2. Retention3. Production4. Motivation 9. The Power of Video ModellingIndividual with ASD Video ModellingVisual learnersHighly motivated by technologyRequire structureAcquire skills through repetitionAttention to detailTriad /dyad of ImpairmentsExceptional memory and echolaliaAnxiety in social situationsVisual mediumTechnology basedStep by step instructionsCan be replayed across settingsTarget skills can be highlightedSocial, communication, rigidity ofthought, sensoryLearning through imitationEliminates social pressures 10. TheProcessPlanCreateShowFollowUp 11. My Experience of Video Modelling 12. Video Modelling ProcessStage 1: PlanIdentify clearly defined targets 13. Collect baseline data for target skillsSample 1Conversation Skills 14. Sample 1 Results 15. Collect baseline data for target skillsSample 2Play Choices 16. Sample 2 Results 17. Break the task into steps to be videoed 18. Prepare Scripts 19. Select video equipment 20. Video Modelling ProcessStage 2: CreateSelect a form of video modellingVideo Modelling:1982 Steinborn and Knapp 21. Video Self Modelling: 1991 Dowrick 22. Point of View Modelling: 2000, Schreibman et al. 23. Video Prompting: 2005, Sigafoos et al. 24. Select and prepare models/actorsknown adult peer 25. siblingthe learner 26. Make a simple 3-5 minute videoGain consent from models or parents 27. Use materials from the real taskPreview and edit adding verbal or written promptsClip 2 28. Video Modelling ProcessStage 3: ShowSelect and check viewing equipmentClip 3 29. Explain the steps in the target skill 30. Prompt learner to attend to the videoClip 4 31. Schedule regular viewings 32. Video Modelling ProcessStage 4: Follow Up Record observations and frequency of viewing 33. Collect post intervention data If no progress: Increase viewing frequency Simplify video Additional prompts Check correct steps are included Check prerequisite skills Increase task performance reinforcementClip 5 34. Fade the video Evaluate intervention 35. Wheretonext?Applica7onTrainingCommercialResources 36. ApplicationGelbar et al. 20121. Language and Communication: responses to questions spontaneous requests initiation of conversations 37. Application2. Social Skills Interventions social initiations unpromptedplay with a peer turn taking 38. Application3. Behaviour Modification off task behaviours knowledge ofclassroom rules restorative behavioursin the home 39. Application4. Task Instruction putting clothesaway making a sandwich unpacking schoolbag 40. Training 41. Training Research articlesTeaching ExceptionalChildrenVol 43, No.6 42. Commercial Resources 43. Aim High, Ki Runga RawaClip 6 44. For people withoutdisabilities,technology makesthings easier. Forpeople withdisabilities,technology makesthings possible.IBM Training Manual - 1991 45. ReferencesBandura, A. (1977). Social learning theory. New York: General Learning Press.Bandura, A. (1986). Social foundation of thought and action: A social cognitive theory.Englewood Cliffs, NJ: Prentice Hall.Bandura, A. (1986). The explanatory and predictive scope of self-efficacy theory. Journal ofClinical and Social Psychology, 4, 359-373.Bellini, S., &amp; Akullian, J. (2007). A meta-analysis of video modeling and video self-modelinginterventions for children and adolescents with autism spectrum disorder. Exceptional Children,73, 264-284.Buggey, T., Hoomes, G., Sherberger, M. E., &amp; Williams, S. (2011). Facilitating social initiationsof preschoolers with autism spectrum disorder using video self-modeling. Focus on Autism andOther Developmental Disabilities, 26(1), 25-36.Corbett, B. A., &amp; Abdullah, M. (2005). Video modelling: Why does it work for children withautism? JEIBI, 2(1), 2-8.Coyle, C., &amp; Cole, P. (2004). A videotaped self-modelling and self-monitoring treatment programto decrease off-task behaviour in children with autism. Journal of Intellectual &amp; DevelopmentalDisability, 29(1), 3-15.Dowrick, P. W. (1991). Feedforward and self modeling. In P. W. Dowrick, Practical Guide toUsing Video in Behavioural Sciences (pp. 109-126). New York: Wiley. Retrieved from http://www.creating-futures.org/downloads/pdf/Feedforwarding.pdfGanz, J. B., Earles-Vollrath, T. L., &amp; Cook, K. E. (2011). Video modeling: A visually basedintervention for children with autism spectrum disorder. Teaching Exceptional Children, 43(6),8-19. 46. ReferencesGelbar, N. W., Anderson, C., McCarthy, S., &amp; Buggey, T. (2012). Video self-modeling as anintervention strategy for individuals with autism spectrum disorders. Psychology in the Schools,49(1), 15-22.LaCava, P. (2013). Video modeling: An online training module. Kansas City: University ofKansas, Special Education Department. Columbus, OH: In Ohio Center for Autism and LowIncidence (OCALI), Autism Internet Modules. Retrieved April 2014, from http://www.autisminternetmodules.org/mod_view.php?nav_id=1414MacDonald, R., Sacramone, S., Mansfield, R., Wiltz , K., &amp; Ahearn, W. H. (2009). Using videomodeling to teach reciprocal pretend play to children with autism. Journal of Applied BehaviorAnalaysis, 42(1), 43-55.ModelMe Kids. (2014, August). Retrieved from http://www.modelmekids.com/National Autism Center. (2009). National Standards Project. Massachusetts. Retrieved April2014, from http://www.nationalautismcenter.org/pdf/NAC%20Standards%20Report.pdfNikopoulos, C., &amp; Keenan, M. (2006). Video modelling and behaviour analysis: A guide forteaching social skills to children with autism. London &amp; Philadelphia: Jessica Kingsley.NPDC on ASD. (n.d.). Evidence-based practice: Video modeling. Retrieved April 2014, from TheNational Professional Development Center on Autism Spectrum Disorders: http://autismpdc.fpg.unc.edu/content/video-modeling 47. Referenceshttp://autismpdc.fpg.unc.edu/content/video-modelingOgilvie, C. R. (2011). Step by step: Social skills instruction for students with autism spectrumdisorder using video models and peer mentors. Teaching Exceptional Children, 43(6), 20-26.Rayner, C. (2010). Video-modelling to improve task completion in a child with autism.Developmental Neurorehabilitation, 13(3), 225-230.Rayner, C. (2011b). Teaching students with autism to tie a shoelace knot using video promptingand backward chaining. Developmental Neurorehabilitation, 14(6), 339-347.Reagon, K. A., Higbee, T. S., &amp; Endicott, K. (2006). Teaching pretend play skills to students withautism spectrum disorder using video modeling with a sibling as model and play partner.Education and Treatment of Children, 29(3), 1-12.Research Autism. (2014). Video modelling and autism. Retrieved April 2014, from ResearchAutism: http://www.researchautism.net/interventions/101/video-modelling-and-autismShukla-Mehta, S., Miller, T., &amp; Callahan, K. J. (2010). Evaluating the effectiveness of videoinstruction on social and communication skills training for children with autism spectrumdisorders: A review of the literature. Focus on Autism and Other Developmental Disabilities,25(1), 23-36.Smith, K. H. (2010). Teaching social skills to children with autism using video-modeling: Acomponent analysis. Alabama. Retrieved from file:///C:/Users/tracyw/Downloads/KSmith-diss-FINAL%20(1).pdfSteinborn, M., &amp; Knapp, T. (1982). Teaching an autistic child pedestrian skills. Journal ofBehaviour Therapy and Experimental Psychiatry, 13, 347-351. 48. 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