You’re the Star! - LCSC

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You’re the Star!

Cheryl McMahan

Forest Lake Area Schools

Using Video Modeling & Social Stories to Redirect Behavior

� Social Stories were first developed in 1991 by Carol

Gray for use with children on the Autism Spectrum. Over the years they have been used successfully with

other disability groups.Half of all Social Stories developed should affirm

something that an individual does well. Stories that meet the criteria developed by Carol

Gray are known as Social Stories. (Upper case letters) Stories that do not meet the criteria are referred to as

social stories. (Lower case letters.)

Social Stories

�What is a Social Story?

Social Stories are brief descriptive stories that provide accurate information regarding a social situation.

Social stories are meant to help children understand social situations, expectations, social cues, new activities, and/or social rules.

Social Stories share accurate social information in a patient and reassuring manner that is easily understood by its audience.

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� Social Stories answer the who, what, when, where,

and why aspects of a social situation. Successive social interactions allow for the practice

and learning of new behaviors. There are a number of commercial publications

available for common social situations, but it is best to individualize the story to meet the child’s unique needs.

What is a Social Story?

�Helps teach students routines & behaviors. Reinforces correct behavior. Provides more personalized behavior intervention. Provides visual examples of desired behaviors. Information provided in alternative way.

Why Use Social Stories

�When a student fails to understand routines,

expectations or social norms.When a student is disorganized or unprepared.When a student needs reinforcement of rules,

routings and procedures.When a student does not respond to cues, redirection

and refocusing.

When to Use Social Stories

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� Social Stories are written to change the behavior of a

child. Social Stories are created to make parents and

educators life easier. Social Stories are only used to address concepts,

skills, and situations that are a problem for the child.

Misconceptions

� Research provides preliminary support that Social

Stories are effective in reducing challenging behavior and increasing social interaction.

It is not known if results occur solely from the use of Social Stories or a combination of other practices.

As a result, social stories should be included as part of a multicomponent intervention in the classroom setting.

Effectiveness of Social Stories

�Picture the Goal - consider the purpose

Gather the information

Try to take the child’s perspective and include aspects of their feelings or point of view.

Tailor the Text

A Social Story is made up of several different types of sentences.

Writing a Social Story

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�

10 Essential Criteria for Social Stories

Carol Gray defined 10 criteria to use in the development of each Social Story.

They govern the content, format, and style. They ensure that all Social Story maintains the

quality that was envisioned by Carol Gray

�1. A Social Story meaningfully shares social

information with a patient and reassuring quality, and at least 50% of all Social Stories applaud achievements.

2. A Social Story has an introduction that clearly identifies the topic, a body that adds detail, and a conclusion that reinforces and summarizes the information.

Criteria for Social Stories

�3. A Social Story answers “wh” questions.4. A Social Story is written from a first or third person

perspective. For young children it is recommended that Social

Stories be written in the first person.

Pair appropriate pictures, symbols and graphics to the age and level of the person

Older children and adults it is recommended that Social Stories be written in the third person perspective.


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�5. A Social Story uses positive language. 6. A Social Story always contains descriptive sentences,

with an option to include any one or more of the five remaining sentence types (perspective, cooperative, directive, affirmative, and/or control sentences.


�Descriptive

Answers the 'wh' questions: where does the situation occur, who is it with, what happens and why?

Descriptive sentences need to present information from an accurate and objective perspective.

Easter is on Sunday, April 20.

Most children go to school.

Sometimes I get sick.

�Perspective

Refers to the opinions, feelings, ideas, beliefs or physical/mental well being of others.

Some children believe in the Easter Bunny.

My Mom knows when it is time for me to go to school.

Teachers like it when students walk in the hallway.

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�Directive

Gently offers a response for behaviour in a particular situation.

It is important that these sentences have a positive focus and are constructed in ways which allow flexibility (ie avoid statements like I must or I have to).

I will try to cover my mouth when I cough.

I might like to read before I go to bed.

When I am angry, I can: take three deep breaths go for a walk jump on the trampoline

�Affirmative

Statements that enhance the meaning of the previous sentence.

Can be used to emphasise the importance of the message or to provide reassurance to the person.

I will try to hold an adults hand when crossing the road.) This is very important

(Thunder can be very loud) this is ok.

�Co-Opperative

Sentences which identify how others may be of assistance to the person (developed by Dr Demetrious Haracopos)

Dad can help me wash my hands.

An adult will help me when I cross the road.

My teacher will help me to try to stay calm in class

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�Control

Statements written by the person to provide personal meaning to a particular situation and to assist them to recall and apply information.

My body needs food several times per day; just like a steam train needs coal to stay running.

�Partial

Incomplete sentences, which allow the person to guess the next step in a situation.

May be used with descriptive, perspective, directive, affirmative, co-operative and control sentences.

My name is ___________ (descriptive sentence)

Mom and Dad will feel ____________ if I finish all my dinner (perspective sentence)

� The sentence types need to be put together in a

particular combination to make a social story (referred to as the social story ratio).

In each story, there should be no more than one directive or control sentence and at least two (but no more than five) of the remaining sentence types.

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�7. A Social Story describes more than directs, following

the Social Story formula.


�8. A Social Story has a format that is tailored to the

abilities and interests of it’s audience, and is usually literally accurate.

9. A Social Story my include individually tailored illustrations that enhance the meaning of the text.

10.A Social Story title meets all applicable Social Story criteria. The title of the story is important. It should identify the

main topic of the story.


�Review

Social Stories need to have an introduction, body and a conclusion.

Use positive language Social Stories need to be as accurate as possible Social Stories should appeal to the interests of the

person for whom they are written for. Need to be appropriate to the age and

understanding of the person written for.

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�Implementing a Social Story

Find a quiet place with limited distractions to introduce the story.

Find a consistent time schedule to review the story. Be sure the child understands the story and social

skill being taught. Once the child understands then they can read the

story independently, read it aloud to an adult, or listen as the adult reads the story.

� Remind the child where the social skill should be

used. Prompt the child to use the social skill at appropriate

times during the day.Affirm the child when they use the appropriate social

behavior.Monitor Progress. Evaluate outcome.

� It is necessary to assess the comprehension of the

story. Use one of the following approaches Have the student complete a checklist or answer

questions in at the end of the story. Have the student role play and demonstrate what he or

she will do the next time the situation occurs.

Evaluation

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�Apps for Social Stories

Social StoriesPictelloStoryMakerBook CreatorSocial Stories CreatorStories About MeSuper Duper Story Maker

My Pictures TalkStory BuddyLittle Story MakerStoryKitMy Storybook MakerCreative Book BuilderSpecial Stories

Playing with Friends

It is fun to play with friends.

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We like to play different games.

We like to ride our bikes.

Sometimes, my friends won't play with me.

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I might feel upset or sad.

I might feel like crying.

It is okay to feel this way.

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When I am upset, I should take time to calm down.

I should wait to talk about my feelings until I feel better.

Then I should tell my mom or dad how I feel.

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I can play with friends another time.

�Modeling

Modeling is important for learning new skills and behaviors. New learners need guidance and training from those who are experienced when mastering new skills and behaviors.

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�

Almost all species use modeling to teach their young

�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)

http://www.autismkey.com

�Video Model Types

Point-of-View Video Modeling (PVM) Basic Video Modeling (BSM)Video Self Modeling (VSM)

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Point-of-View Video Modeling

A video is made of certain tasks or behaviors from the students point of view.

The student will see a “picture” of how to complete the task.

�Basic Video Modeling

A model is used to create a video of a behavior or skill to be mastered.

�Models

Effective models: Individuals close to the observer’s age.Who have similar characteristics (gender,

personality, race & mood).Are functioning slightly above the observer.Models can be peers, siblings, adults, or the

individual.(Buggey)

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�Video Self-Modeling

Video Self-Modeling (VSM) allows observers to view themselves performing successfully in situations at a level greater than they typically perform.

Tom Buggey 2005

�Uses of Video Modeling

Video Modeling can be used to teach: Specific Skills Play Sequences Social Interactions Perspective TakingCommunication Skills Play Skills Daily Living Skills

�

2 Types of Video Self Modeling

Feed-ForwardUses video images of behaviors that are not yet achieved by the observer.

Positive Self ReviewUsed to strengthen a new skill or increase the consistency of an existing skill.

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�

�Children are interested, motivated and

attentive to videos. Studies have shown that video modeling is an

efficient and effective technique that results in generalization of the skills learned.

Why Use Video Modeling?

�Video Modeling gives the child the opportunity to observe, imitate and learn the skills & behaviors.

Research shows children on the Autism spectrum process visual information more effectively than auditory information.

Why Use Video Modeling?

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�Temple Grandin

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

Thinking in Pictures, (1996)

�

Children Learn by Seeing

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Why Does It Work So Well?

Many students Visual Learners• They think in pictures• VSM provides new memories and replaces the

old ones• Limits distractions• Avoidance of face-to-face interactions.• Restrictive field of focus• Increases motivation

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�

Skills needed for Video Modeling

Self recognition Not necessary but is helpful.

Ability to attend to a video Try to get attention of individual by using someone

he/she can identify with.

�Key Factors for Video Modeling

Determine the target behavior. Decide who should demonstrate the behavior

on the video – self, adult, or peer. Set up the scenario to be videotaped. Videotape the scene. Show the video to the student and discuss the

behavior portrayed. Encourage the student to practice the

behavior they saw on the videotape. Texas Statewide Leadership for Autism

http://www.txautism.net/docs/Guide/Interventions/VideoModeling.pdf

�Planning Your Video

Identify the skills you want your student to learn.

Break down the steps.Write down the sequence.Gather all necessary equipment.

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�Filming Your Video

Take small segments.Make sure to address the needs you want to

teach. Stop filming when there is a break in action. Be sure to include

close-up shots of the desired action.

�Things to consider

Focus on one skill at a time.Don’t exceed the child’s developmental level.Have full disclosure and consent from

parents. Try minimize audio on the film.Keep it short! 1-2 minutes at most.

clipartheaven.com

�

Editing Your Video

There are many editing programs available to purchase. Most cameras come with software.

Combine video clips together to show desired behavior.

Edit out sections of the video that show undesired behavior.

Add titles and transitions. Save your video.

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�Sharing Your Video

Email – anything over a minute may be hard to send.

Save to a Flashdrive, external hard drive or computer hard drive.

Burn to CD or DVD. Save to protected cloud files. Post to YouTube – Be very careful and have

permission.

�VSM Do’s

Depict only positive behavior Select behaviors that are developmentally

appropriate Ensure confidentially Make sure there is an IEP or IFSP linkGet informed consent from parents/guardians.Make the filming process fun

�VSM Do’s

Include the child in planning, if possible Learn new technology skillsAllow the child to view the video daily and

when requested, if possibleAllow the child to watch the video without

adult comment if the video includes a clear written or verbal statement about the behavior.

Tom Buggey, Ph.D

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�VSM Don’ts

Depict negative behaviorsSelect behaviors that are too advancedGet carried away with the editing (use too

many special effects).Force the child to view the videoBegin without parental informed consentExpect miracles

Tom Buggey, Ph.D

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Point of ViewVideo Modeling Sample

�Getting Ready for the Day

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Examples from YouTube

http://www.youtube.com/watch?v=c4p4oRU21Eg&feature=related

�

Sample Permission to Video

Permission should include:

•Reason for using Self Modeling

•How it will be used in the classroom.

•Where will videos be taken.

•Who will see it.

�Apps to Create Videos

iMoviePinnacle StudioiModelingReel Director

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� Story-based Intervention for Children with Autism

Spectrum Disorder (ASD), Lee A. Wilkinson, PhD,http://www.examiner.com/article/story-based-intervention-for-children-with-autism-spectrum-disorder-asd

The Gray Center www.thegraycenter.org

Gray, Carol . “Social Stories 10.0.” The Jensen Autism Journal 15 #4. (2004): 1-23. Print.

Gray, Carol. The New Social Story Book. Arlington, Texas: Future horizons, 2010. Print

References

�Resources

Scott Bellini http:/newsinfo.iu.edu/web/page/normal/

5254.htmlTom Buggey www.siskin.org/www/docs/12/vsm

Modelmekids.comTom Buggey, Ph.DSeeing is Believing, Woodbine House, 2009

Socialskillbuilder.comWatchmelearn.com

�Resources

Self Modeling as “Video Exceptions, Dr. John Murphy, University of Central Arkansas -http://www.drjohnmurphy.com/selfmodeling.htm

Using Video to Teach Social Skills, http://www.tdsocialskills.com/using_video_to_teach_social_skil.htm

Video Modeling Made Easy, Christy Even M.A -http://www.ohioslha.org/pdf/Convention/2011%20Handouts/MS28ASDEvenC.pdf

Jason Backes, ISD 287

Documents

You’re the Star! - LCSC