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| Video Modeling: Novel Applications |
| Tuesday, May 26, 2009 |
| 12:00 PM–1:20 PM |
| North 124 A |
| Area: AUT/EDC; Domain: Applied Behavior Analysis |
| Chair: Russell W. Maguire (Simmons College) |
| Discussant: Russell W. Maguire (Simmons College) |
| CE Instructor: Richard Foxx, Ph.D. |
| Abstract: Video modeling has been used in combination with other procedures to effectively teach a variety of skills, including social pragmatic and language skills, to individuals with learning challenges. The use of video modeling is particularly prominent in the specialty area of autism and has been documented as effective in teaching social interaction, conversation, and play skills. This symposia documents the use of video modeling in a number of novel contexts. First, video modeling is applied to the instruction of physical education skills, specifically, the teaching of a component of a cardi-exercise routine (jumping jacks) to young children with autism. Second, video modeling is used as part of a treatment package to increase the food selection choices and amount of consumption of a young male with autism. Lastly, video modeling is used to teach undergraduate special education students to implement a variety of assessment techniques in a classroom setting. These papers demonstrate the range of contexts applicable to the use of video modeling and address the challenges of generalization often discussed in the behavior analytic literature. |
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| Video Modeling and Reinforcement: A Treatment Package for Increasing Food Selection and Consumption |
| VICKI NETT (HMEA), Russell W. Maguire (Simmons College), Michael J. Cameron (Simmons College) |
| Abstract: The purpose of this study was to evaluate the effectiveness of a video modeling and reinforcement treatment package to treat food selectivity. The subject was a four-year-old male diagnosed with autism and a history of refusing to consume a variety of foods. The goal was to increase acceptance of three different foods: a preferred food, a semi-preferred food, and a non-preferred food. A video of a peer eating the same food the subject was targeted to eat was shown prior to each meal. The video also showed the peer receiving praise and access to a toy item, preferred by the subject, for consuming the targeted food. The results of this study not only demonstrated reliable acceptance of increased amounts of preferred, semi-preferred, and non-preferred foods, but also noted an increase in the duration of time the subject sat at the dining table. The results are discussed in terms of the benefits and limitations of video modeling in applied settings. |
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| Teaching Cardio-exercise Skills Using Video Modeling |
| CLAUDIA M. ROMERO (Simmons College), Susan Ainsleigh (Dar Al-Hekma College) |
| Abstract: In this study, three young children with autism were taught to perform a common exercise skill, jumping jacks, using a treatment package consisting of video modeling and reinforcement. Previous live modeling and physical prompting had not been successful in teaching this skill. Using a multiple baseline design, the children were shown a video of a peer demonstrating the required skill, for a 5-minute duration. Following this, the individual was requested to perform the skill and given feedback regarding their performance. Results show that each of the individuals acquired the skill, and each demonstrated the skill in the presence of multiple instructors and in multiple settings. The implications of teaching physical education skills to children with autism and the practicalities of the use of video modeling are discussed. |
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| Video Modeling in Higher Education |
| SUSAN AINSLEIGH (Dar Al-Hekma College) |
| Abstract: In this study, undergraduate students in a special education program in Saudi Arabia were taught to utilize formal assessment tools via a treatment package consisting of video modeling and performance feedback. Using an alternating treatment design across similar assessment tools, the use of video modeling and feedback was compared to the use of live modeling and feedback, and the use of written review of directions and feedback without modeling. The results demonstrated a decrease in errors in implementation in both modeling phases, with a slightly superior effect with the video modeling treatment package. The use of video modeling in higher education settings is discussed, with a focus on challenges for implementation and promoting of generalization. |
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