William Moylan, MS Ed., CCC-SLP Carolina Speech and Language Center Summerville, SC

Transcription

1 William Moylan, MS Ed., CCC-SLP Carolina Speech and Language Center Summerville, SC

2 Disclosure Statement I have no financial interest in any commercial entity whose products or services are described, reviewed, evaluated or compared in the presentation.

3 The participant will be able to: describe how video modeling will improve the communication abilities of the children on his/her caseload. design therapy plans that incorporate the principles of video modeling. locate videos in their libraries or on the internet that can be used in their therapy sessions.

4 Review of Needs of the ASD Child Description of Video Modeling Review of Research Findings about Video Modeling Examples of Video Modeling Practical Ways to Include Video Modeling in Therapy Questions and Wrap-up

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6 Language Learning 1. Gestalt vs. Analytic Processing 2. Pruning Periods 3. Second Language Learning Analogy 4. Auditory vs. Visual Processing

7 Language Learning 5. Language Comprehension a. Language Processing b. Literal Interpretation c. Paralanguage d. Processing Speed and Challenges e. Question Forms f. Pronouns g. Vocabulary

8 Language Learning 6. Language Expression a. Echolalia b. Language Formulation c. Scripts d. Repetitive Phrases e. Focused Interests f. Reciprocal Communication

9 Social Learning Differences 1. Early Social Learning Possible deficits in: a. Joint Attention b. Proximity c. Eye gaze d. Body Language e. Imitation f. Reciprocity g. Following the Point h. Gestures

10 Social Learning Differences 2. Higher-Level Social Learning a. Theory of Mind the ability to make sense of behavior related to mental status

11 ToM Difficulties of the ASD Child 1. View of the World 2. Inability to relate information 3. Odd mannerisms 4. Cannot comprehend others intent. 5. Others ulterior motives 6. Cannot comprehend nonverbal cues.

12 Social Learning Differences 3. Social Conversations a. Social Precursors b. Topic Introduction c. Topic Maintenance d. Conversational Transitions e. Listening Behaviors

13 Social Learning Differences 3. Social Conversations (continued) f. Interrupting Politely g. Feedback h. Turn Taking and Social Reciprocity i. Intonation and Loudness j. Conversational Repair

14 Social Learning Differences 3. Social Conversations (continued) k. Literal Interpretation of Language l. Appropriateness m. Small Talk n. Social Customs o. Humor

15 MODELING Individuals typically learn through observing and modeling others behavior. ASD kids need to be taught how to imitate.

16 1. Attention 2.Retention 3. Production 4.Motivation

17 1. Video Modeling (VM) - peer or adult 2. Video Self-Modeling (VSM) 3. In Vivo Modeling (IVM) Research demonstrates superiority of VM and VSM over IVM in a child s acquisition of skills (Charlop-Christy, et al., 2000)

18 1. VM compensates for overselectivity. 2. VM improves motivation. 3. VM is more stimulating and is a change from regular environment. 4. VM is novel to learning environment and may increase attention. 5. VM does not require social interactions. 6. VM does not have history of inadvertent reinforcement of disruptive behaviors.

19 1. Behaviors are generalized via VM but not through IVM. 2. VM is more associated with child s natural environment. 3. Behavior to be learned is now on TV and not part of natural environment.

20 VM is an effective intervention because it: 1. is precisely tailored to the child s characteristics and preferences; 2. implements naturalistic contexts; 3. Builds self-monitoring skills; and 4. Makes use of technology advances and observational learning theory. (Odom, et al., 2003)

21 VM has produced positive results in the following skills: 1. Communication Skills 2. Perception 3. Play 4. Complex Social Sequencing

22 1. Social Initiations a. Nikopoulos & Keenan (2003) VM enhanced both social initiation and appropriate toy play. b. Nikopoulos & Keenan (2004) VM enhanced social initiation and increased duration of play. c. Nikopoulos & Keenan (2004b) VM promoted social initiations and reciprocal play using a single stimulus. d. Buggey (2005) VSM produced substantial gains in the frequency of social initiation.

23 2. Conversational Speech a. Charlop & Milstein (1989) Children acquired conversational skills after VM, including increased questioning and spontaneous variation of responses. b. Sherer, et. al. (2001) Acquisition of conversational skills can be rapid, but is variable among children

24 3. Social Language - VM produced an increase in unscripted responses and an increase in frequency of initiations and responses (Maione & Mirenda, 2006) 4. Requesting VSM generated a marked increase in spontaneous requests for objects and actions (Wert & Neisworth, 2003)

25 5. Responding a. Buggey, et al. (1999) VSM generated an increase in responding to questions. b. Marcus & Wilder (2009) VSM appears to have superiority over peer VM when responding to novel items.

26 1. Theory of Mind VM with reinforcement generated improved perspective taking behaviors (LeBlanc, et al., 2003). 2. Perception of Emotions VM resulted in rapid acquisition of the perception of basic emotions happy, sad, angry, afraid (Corbett, 2003).

27 1. Pretend Play Children were able to learn pretend play sequences via VM when a sibling was used as the model (Reagon, et al., 2006). 2. Complex Play VM led to increased verbal and motor play responses and promoted long sequences of play behaviors (D Ateno, et al., 2003). 3. Play-Related Statements VM increased the number of scripted play responses; forward chaining VM increased unscripted play responses (Taylor, et al., 1999).

28 Nikopoulos & Keenan (2007) a. VM produced a significant decrease in latency to social initiation. b. VM produced a significant increase in reciprocal play. c. VM produced a significant decrease in concurrent behaviors (e.g. sitting w/o doing anything, engaging in stereotypic speech, etc.).

29 VM is an effective tool to use to teach and develop a variety of skills and has the following advantages (Charlop- Christy, et a., 2000): 1. Naturalistic settings 2. Therapist has greater control 3. Repeated viewings of model 4. Videos can be reused with other children.

30 VM also produces more generalization to other environments because: 1. VM is a relatively simple format; 2. VM gains and maintains the child s attention; 3. VM is less emotionally laden; 4. VM offers the freedom to present multiple exemplars. -Charlop-Christy, et al. (2000)

31 1. Videos should display clear and detailed behaviors. 2. Initially, make important stimulus features as salient as possible; minimize irrelevant or distracting stimuli. 3. Create several versions that include distractors and less saliency of the target behavior.

32 4. Teach multiple exemplars to increase generalization and reduce rote responses. 5. Combine VM with other treatment components ( e.g. role play, reinforcement, etc.) to increase probability of efficient learning.

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38 Caution: Use of VM can produce a reliance on scripted responses for many situations by the ASD child. Challenge: Provide multiple exemplars and different opportunities so the ASD child can generalize their responses to similar situations.

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40 ASD and visual referencing Underdevelopment of amygdala and right temporal lobe poor interpretation of affect, intonation, nonverbal behavior Strong preference for spatial information (shapes) Strong preference for replicable systems (numbers, letters) Therefore, using any visual supports facilitates language therapy

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42 Specific populations rely on visual vs. auditory information Specific language impairment (SLI) Auditory processing disorder (APD) Childhood apraxia of speech (CAS) Other populations (e.g. Klinefelter s syndrome) with characteristic language disorder Especially autism spectrum disorders (ASD)

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44 PRIVATE CLINIC VIDEO

45 Use of VM embedded in a computergenerated activity schedule increased social initiations for play activities depicted in the visual support. When VM was removed, the increased rate of social initiations was maintained. -Kimball, et al. (2004)

46 Create your own videos. Record your children for selfanalysis and modeling. Use videos from other sources (e.g. YouTube)

47 Nonverbal language (body language, facial expressions, intonation patterns) Expressing emotions Abstract thought (figurative language, humor, etc.) Asking and answering questions General conversational skills (Introductions, initiating contact, greetings and leave-takings, public vs. private speech) Topic maintenance

48 ASD kids do not always pick up on the facial expressions and body language of others. They need to describe and practice modeling different expressions. YouTube videos provide great resources for demonstrating expressions. Videotaping and analyzing actual modeling of expressions are helpful.

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51 Expressing emotions is very challenging for our kids. They deal only in extremes and do not fully recognize all of the degrees of a particular emotion. Provide opportunities to practice various emotions via use of facial expressions. Role play emotions using everyday social situations. Use a carrier phrase to use to begin the expression of emotions ( I feel because. )

52 Super Duper Publications

53 PRIVATE CLINIC VIDEO

54 Kids are literal thinkers and may not grasp many linguistic subtleties. Provide direct instruction to develop appreciation for idioms, similes, metaphors, and puns. Group concepts around a theme, such as idioms using animals, body parts, etc. YouTube videos also helpful in teaching figurative language concepts.

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57 Compare and contrast yes/no and whquestions and effects upon conversations. Develop questions for pictured social situations. Role-play various situations and require teens to develop appropriate questions (i.e. buying a car, asking to go out with friends, etc.) Monitor use of questions in general conversations.

58 Super Duper Publications

59 PRIVATE CLINIC VIDEO

60 PRIVATE CLINIC VIDEO

61 ASD kids may not have a general language delay, but may have: superficially perfect expressive language; difficulties initiating and/or maintaining a conversation; a tendency to monopolize a discussion; deficits in prosody; difficulties understanding public vs. private speech.

62 ASD kids have some of the following conversational difficulties: irrelevant comments pedantic monologues lack of opening comments, elaboration, clarifying, and questions interruptions minimal variation in pitch, stress, and rhythm difficulties repairing conversations coping with uncertainty or mistakes

63 Use explicit instruction for developing appropriate conversational skills. Use videos to compare inappropriate vs. appropriate conversational interactions. Video kids using skills taught and have them critique themselves. Use short plays and other drama activities to provide guided practice.

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66 PRIVATE CLINIC VIDEO

67 ASD kids prefer and rely on visual input. Videos help to illustrate difficult pragmatic behaviors prior to developing these skills in our kids. Videos help our kids see their own verbal skills and behaviors in real-time situations.

68 YouTube Videos Yahoo Videos School s Media Center /Public Libraries (check copyrights) Self-created videos

69 Laptop or desktop computer LCD monitor (suggested minimum size: 23 inches) Camcorder

70 Many compact camcorders will serve the purpose. If you are a school-based SLP, see if your media center has a camcorder available. If you need to purchase a camcorder, there are some good compact models selling for around $100. In a pinch, you can use the video option on your Smartphone (i.e. iphone, Blackberry).

71 Recording Media (recordable DVDs, video tapes, etc.) Cable (to connect camcorder to computer) Flash Media (SD card, Compact Flash)

72 Yes, if you need to: Download videos from YouTube to your computer; and Convert videos from your Smartphone or DVD to a.wav or.avi file

73 Free video downloading and conversion software can be found on the internet. Movavi Online Converter ( Free Studio Manager (

74 You may also need video conversion software to convert some videos to.avi or.wav files. AVS Video Converter (

75 Other helpful software: Windows Media Player RealPlayer Quicktime Windows Movie Maker (free download for Windows XP and Windows 7; included in Vista Home Premium and Vista Ultimate)

76 I can t afford additional equipment. What can I do? School-based SLP? State Education Dept. grants Donors Choose grants Best Buy grants Search internet for other grants Clinic-based SLP? Little to no grant opportunities, unless you work for a non-profit organization.

77 Using video requires advance planning: Downloading and editing videos may need to be done outside of work depending upon internet filter being used. Have video ready to go before therapy session begins. Rehearsal of activities might be necessary prior to filming your kids.

78 The list of references and videos used for this presentation can be found at: /HOME

79 QUESTIONS OR COMMENTS? (feel free to me at

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