Receptive and Expressive Verbal Skills

Transcription

1 Lights, Camera, INTERACTION: Focusing on Video Modeling Improves Social Skills Presented by Laurie Jacobs MS CCC-SLP Nonverbal Skills Key to Social Competence Receptive and Expressive Verbal Skills 7% of the way we communicate Receptive and Expressive Non-Verbal Skills 93% of the way we communicate (Duke, Emory University 1992) History of Video Modeling Research Bandura s Social Learning Theory (1977) underscores that human behavior is primarily learned by observing and modeling others. These opportunities provide a platform for which one may generalize to new experiences. Observational learning refers to the cognitive and behavioral change that occurs as a result of observing others engaged in similar actions (Bandura, 1986). As early as 1999 true video research using SVM to teach behavior function Expanded to video modeling of peers in social situations Social Interaction Peer Modeling Basic Behavior Social Problem Solving & Consequences Mirror Neurons gaze into the mirror what do you see Study that used brain MRI s on 10 autistic and 10 non autistic children while watching and imitating various facial expressions to determine what parts of brain were being used to complete the tasks. Found that the inferior frontal gyrus (part of mirror neuron system) had reduced activity in autistic children and resulted in difficulty understanding the facial expression even thought they could imitate it related to deficit in speech and suggests decrease in social ability (Dapretto et al., 2005) Two groups of children watching a video of a hand with one finger moving and then were instructed to repeat what was observed. Brain activity was recorded and found that autistics had weaker mirror neuron activity. (Theoret, 2005) OBSERVATIONAL LEARNING imitation based intervention Keys to Success of Video Modeling Learning by observing and imitating others is effective learning strategy and is proof of neural basis of learning supporting effectiveness of mirror neurons. Focusing on mirror neurons/observational llearning should be implemented into teaching strategies. (Van Gog et al, 2008) When mirror neurons do not work properly, individuals struggle with understanding and giving appropriate responses to other s behavior - suggests importance of therapy to repair this system so ASD children can understand better the correct responses in social situations (Escher, 2009)- Increases the child's attention to the modeled task (Bellini, 2007) most children immediately direct their attention to the television or computer screen. And if you do not have attention, you will not have learning." Individuals with autism often benefit from visually cued instruction (Quill, 1997) and show strengths in processing visual rather than verbal information as demonstrated across many studies using standardized intelligence tests (DeMyer et al., 1974; Shah & Frith, 1983; Happe 1994a; Freeman et al., 1985; Asarnow et al., 1987; Lincoln et al., 1988). children with autism often exhibit overly selective attention (Lovaas et al., 1979) or a restricted field of focus demonstrating a clear ability to sustain attention for extended periods of time (Garretson et al., 1990; Buchsbaum et al., 1992; Casey et al., 1993). Children with autism can visually process information better if they have borders around their visual fields therefore making a T.V. and computer screens a more effective way to learn a new skill. (Murrary, 1999) 1

2 Other Studies Showing Success of Video Modeling Studies showing the enhancement of Communication When teaching Preschoolers with Autism Complex Play Sequences results showed that video modeling intervention led to the rapid acquisition of both verbal and motor responses for all play sequences. The video modeling teaching procedure was shown to be an efficient technique for teaching relatively long sequences of responses in the absence of chaining procedures in relatively few teaching sessions. Additionally, the complex sequences of verbal and motor responses were acquired without the use of error correction procedures or explicit, experimenter implemented reinforcement contingencies. Patricia D Ateno, Kathleen Mangiapanello, Bridget A. Taylor When using video self-modeling techniques to increase the social engagement of two preschool children with autism spectrum disorders. Results showed dramatic increases in social interaction with peers that were maintained after the intervention concluded. the School Psychology Review, Bellini, Akullian, and co-author Andrea Hopf, March, Research indicates that the VM strategy has been effective for improving various skill deficits in the areas of communication, socialization, academics, and daily living (Ayres & Langone, 2005) The VM intervention is an evidence based teaching strategy that may help children with ASD develop or improve several communication and socialization skills when implemented systematically. (Banda,Matuszny,Rirkan, Teaching the Exceptional Child, July-August 2007 Spontaneous requesting (Wert & Neisworth, 2003) Recognizing emotions in speech and facial expressions (Corbett, 2003) Compliment-giving initiations and responses (Apple, Billingsley, & Schwartz,2005) Language production (Buggey, 2005; Charlop-Christy et al., 2000) Verbal responses to questions (Buggey et al., 1999) Conversational speech (Charlop & Milstein, 1989; Charlop-Christy et al., 2000;Nikopoulos & Keenan, 2003, 2004; Ogeltree & Fischer, 1995; Sherer, Pierce,Parades, Kisacky, & Ingersoll, 2001). Studies showing the enhancement of Social Skills Play reciprocal play (Nikopoulos & Keenan, 2004); motor and verbal play sequences (D'Ateno, Mangiapanello, & Taylor, 2003); Play (Charlop-Christy et al., 2000); play-related comments (Taylor, Levin, & Jasper, 1999); socio-dramatic play (Dauphin, Kinney, & Stromer, 2004; Nikopoulos & Keenan, 2003) Complying, greeting, and sharing (Simpson, Langone, & Ayres, 2004) Spontaneous greeting (Charlop-Christy et al., 2000) Social initiations (Nikopoulos & Keenan, 2004; Buggey, 2005) Research Validated Success of Video Modeling When teaching Preschoolers Complex Play Sequences To A Preschooler With Autism results showed that the video modeling intervention led to the rapid acquisition of both verbal and motor responses for all play sequences. The video modeling teaching procedure was shown to be an efficient technique for teaching relatively long sequences of responses in the absence of chaining procedures in relatively few teaching sessions. Additionally, the complex sequences of verbal and motor responses were acquired without the use of error correction procedures or explicit, experimenter implemented reinforcement contingencies. Patricia D Ateno, Kathleen Mangiapanello, Bridget A. Taylor When using video self-modeling techniques to increase the social engagement of two preschool children with autism spectrum disorders. Results showed dramatic increases in social interaction with peers that were maintained after the intervention concluded. the School Psychology Review, Bellini, Akullian, and co-author Andrea Hopf March, 07. Research indicates that the VM strategy has been effective for improving various skill deficits in the areas of communication, socialization, academics, and daily living (Ayres & Langone, 2005) The VM intervention is an evidence based teaching strategy that may help children with ASD develop or improve several communication and socialization skills when implemented systematically. (Banda,Matuszny,Rirkan, Teaching Exceptional Child, July August 2007 Other Reasons Why Video Modeling is Effective Nonaversive (Sturmey, 2003), and many parents and teachers view it as an acceptable intervention (see Buggey, Toombs, Gardener, & Cervetti 1999; Charlop & Milstein,1989; Nikopoulos & Keenan, 2003). Convenient for parents and teachers because recorded videotapes/dvd s can be reused. Furthermore, teachers may have better control over the type of behaviors that are presented to children; unwanted behaviors may be edited. (customization) Economical for teachers when instructing community living skills such as purchasing grocery items (Alcantara, 1994); these skills can be modeled d and recorded d on videotape or DVD and shown to children initially to provide a less invasive intervention. VM can be incorporated as one element within a broad package of positive behavioral support for children with disabilities Novel and expanding technology (Sturmey, 2003) for positive behavioral support. Because it is acceptable and widely used by typical adults and children for leisure, educational, and business activities, it has considerable potential as an effective, socially acceptable form of support. Easily implemented and feasible from the perspective of the teachers Minimal use of trained individual to assist after program is initiated, and greater use of aides monitoring Consistency of targeted skills and training presentation from video and associated stimulus Motivation and enjoyment of the student Computer Assisted Intervention (CAI) Children with autism were more attentive, more motivated, and learned more vocabulary in the computer than in the behavioral program. (Moore M, Calvert S, 2000) better motivation and fewer behavior problems in computer-assisted instruction compared to personal instruction, this did not affect their learning-rate ( Chen SH, Bernard-Opitz V 1993) positive influence of CAI on autistic children's behavior-problems (e.g. avoidance of eye contact, echolalia) as well as improved spontaneous communication and better learning of academics. (Bernard-Opitz V, Ross K, Tuttas ML, 1990) Eight distinct social problems were presented on a computer, along with a choice of possible solutions, and an option to produce alternative solutions.. Results suggest young children with autism and their normal peers can be taught problem-solving strategies with the aid of computer interfaces. (Vera Bernard-Opitz 1, N. Sriram 1 and Sharul Nakhoda-Sapuan 1, 2004) Using Computer-Presented Social Stories and Video Models was effective for improving the rates of social communication for the participants. Offering further evidence that a combined intervention (computer-presented Social Stories and video models) presented via computer may be a beneficial method for remediating social skill difficulties for individuals with HFA/AS. (Sansosti, Powell-Smith, 2008) 2

3 Tape recorder Tape your or your student s voice to illustrate tone of voice for things like sarcasm or emotion T.V. shows Use T.V. shows to show interpersonal relationships and conflicts. Use AGE APPROPRIATE soap operas clips to illustrate emotions or intonation of voice Videos Make videos or tape your student s s in social scenarios. Pre-made videos DIY Making Videos Digital Cameras Phones Flip Cameras Video Cameras How to Make Videos Evaluate your student determine challenges and needs Select obtainable goals first to achieve success Choose subjects nuerotypicals,friends, siblings, think liability Decrease auditory and visual distracters Highlight skill Special Education Video Taping Guidelines Video taping of an individual student or a group of students may be conducted to provide parents a chance to see instruction and behavior without being present, for modeling of appropriate or expected behavior for social skills training, or for other instructional purposes. The purpose of video taping should be shared with a parent prior to the actual event. If the video is going to be given to a parent, only that parent s child can be present on the video. However, a parent can view a video that contains other students. Before a video may be shared with a parent, the campus special education coordinator, assistant director, or director of special education must view the video. A teacher or therapist must be present for the first viewing of video with the parent either at school or in the home of the parent. This allows for the parent to ask questions and seek clarification. If other students are present in the video, staff are not allowed to answer any questions regarding those other students. Once school district personnel have viewed the video with the parent, it can be sent to the parent as an attachment or burned to a DVD as long as the video only contains their child. Once a video is shared with a parent, it becomes part of a student s educational record and must be kept in the campus special education shared folder. The folder should be labeled with the teacher s last name, video file, student s initials, and year. May.videofile.mm Videos should not be sent directly to outside professionals. Parents may forward the video if they wish once they have viewed it with school staff. Any school personnel being video taped has the right to review the video before it is shared with a parent. A video can convey information more clearly than a phone call or . However, all professional standards related to other forms of communication apply to a video, also. Please contact your special education campus di t f ifi ti 3

4 Gaining Video Permission Senate Bill 1 of the Texas Education Code (Section ) requires that written permission be obtained from the child's parent when an employee of the school district wishes to make a videotape of a child or record the child's voice unless it is for the purpose of safety, a purpose related to a co-curricular, or extracurricular activity, or a purpose related to regular classroom instruction. Benefits Flip Camera Plugs directly into computer USB port-no cord to loose Software contained on camera for editing, zipping, making movies with music, and organizing videos Has ability to take still pictures from movie Idiot proof- only 3 buttons on the back; on/off on side Some models rechargeable by plugging into USB Small and portable compared to video camera Able to mount on tripod Relatively inexpensive Make Your Own Videos Negative and Positive Turn Taking Asking for Help or Assistance Greeting or Introduction Initiation or Joining a group Interrupting a Teacher What s the big deal about making your own videos? The Difficulties in Making Your Own Videos Time consuming, Time consuming, Time consuming Dealing with legalities of filming children and using them within publi setting Editing programs and know how Capturing the moment without the distractions Filming at the social complexity of the child Finding the right filming conditions Developing the appropriate evaluation questions per video No standardization of questions or scoring mechanism Not tailored to a curriculum base Relying on the knowledge of facilitator to operate equipment/ask questions No introduction to social vocabulary Other Options to Get Videos YouTube.com Subscribe, upload, Join Groups 4

5 VoiceThread.com Videojug.com life explained on film Freemaker Video Converter changes videos downloaded or created to your itechnology 5

6 Howcast Jeopardy Labs Teen Second Life Online community where you create a character or identity and interact with others. Basic membership is free for teens. You can practice social interaction in real time with others in the community. Always operate with safe internet skills free/subscriber Brigadoon Island-Teen Only Controlled Community Video Modeling is becoming Portable and Research Validated Ipod/padification of Education Video Modeling via ipod to ease transitions (Cihak, 2010) Visual and Auditory Reinforcers Behavioral Interventions Visual Schedules Flash Cards AAC Social Stories Ebooks Etc. Etc. Educators are digital immigrants, while our students are digital natives (Prensky 2001) IPHONE/IPAD APPLICATION RECOMMENDATIONS Social Skill Builder Wiki Sitehttp://socialskillbuilder.wikispaces.com/ Social Skill Builder Websitewww.socialskillbuilder.com go to Support at the top drop down, then to Recommendations Video Review of Latest Apps for Special Needs: Interactive Technology Findings Predictable & therefore controllable Enable errors to be made safely Offer a highly perfectible medium Give possibilities of non-verbal and verbal expressions (Murray, 1999) 6

7 Social Skill Builder Computer Assisted Intervention combines Research Validated Methods of Video Modeling To offer a unique and effective means to target social skills Social Skill Builder Preschool Playtime Volume 1 & 2 Behavioral expectations outside of home Social relationships Peer conflicts Sensory issues Playgroup, Preschool, Park & Outing $69.99 Social Skill Builder Social Skill Builder My School Day Rituals of recess Peer relations Appropriate classroom behavior Lunchtime interaction Cognitive age: 6-12 $89.99 My Community Social Expectations Safety Precautions Social Behavior All within community, including doctor s office, grocery store, neighborhood and more Cognitive Age 5 & above $89.99 Social Skill Builder Social Skill Builder School Rules! Volume 1 Complex peer relationships Subtle social cues Personal hygiene Scenarios include: Structured activities such as classroom, group work and physical education Unstructured activities such as hallway interactions and lockers Cognitive age: 8-18 $89.99 School Rules! Volume 2 Social Interpretation Skills Personal Awareness Conflict Resolution Organization Scenarios include: getting lunch, eating and talking to friends, hanging out, use of schedules & planning Cognitive age: 8-18 $

8 Social Skill Builder Lesson Plans Easily accessible from main menu Ability to choose what video sequences for each session You Are a Social Detective TO BE RELEASED February 2011!!! Ability to customize social skill training for each student Scoring NOW WHAT? Taking skills learned into natural environment Divided between levels Daily scores Summary of scores over times played Easily printed Great use for motivation and tracking progress Practice skills achieved with program in activities with peers. Provides feedback and social confidence in skills learned Ability to reference video or computer program to gain greater understanding Systematic Breakdown of Videos Build Vocabulary general discussion Expansion Techniques Use vocabulary multiple choice Emotions Contextual Cues non verbal Better/Best Scenarios compare/contrast Critical Thinking open ended questions 8

9 Systematic Breakdown Building Vocabulary Pre-teach social vocabulary Observation paired with vocabulary Less talk and more demonstration Key features that make the social interaction successful or unsuccessful Highlighting the observation we can see this because Making abstract concepts more concrete Systematic Breakdown Identifying Use of Vocabulary Multiple choice options Build flexibility Understanding of choices Demonstrate understanding of vocabulary Demonstrate others perspective Systematic Breakdown Identifying Emotions and Context Systematic Breakdown Perspective Taking Facial Expression Body Language Voicing Environment Clues Awareness of others in social context Identify visual clues to take others perspective Identify auditory clues to take others perspective Explore verbal intent Systematic Breakdown Critical Thinking Skills Development of social language Problem solving skills Flexibility Carry over to new environments Abstract thinking Systematic Breakdown Better and Best Scenarios Compare and contrast behaviors Awareness of grey areas of socialization Awareness of boundaries Awareness of when and where boundaries are crossed Awareness of consequences if boundaries are crossed 9

10 Expansion Opportunities Portable Cuing-Take Screen shots into context Comic Strip Learning-Label progression of conversations Pause the Action-Prediction Intonation Test-Correlate with meaning Body Language Review-Correlate with intention Context Cues-Identify clues from environment Lesson Plan-to customize or progress quickly Writing social endings to social videos Relating similar context in students environment Many Expansion Opportunities Pause the Action for Prediction 1. Evaluate intention 2. Evaluate relations 3. Predict what will happen next 4. Predict what they will say next Many Expansion Opportunities Many Expansion Opportunities Intonation Test 1. Thinking/Feeling level correlate intonation with meaning 2. Practice intonation changes 3. Correlate body language with intonation Writing social endings to social videos 1. Use journal to write new social story ending to videos shown 2. Identify reasons why and how stories would take one path versus another 3. Relate to events in students own lives How to Make Comic Strips Use Comic Life to make comic strips to further breakdown the video segments 10

11 Anatomy of Conversation: Social Scripts Linda J. Burkhart and Caroline Ramsey Musselwhite Support Video with Superflex Unthinkables -Michelle Winner Attention ti Getters Maintainers, Holder, Interjections Starters/Context Starters Turn Transfer Questions Repairs Topic Closures/Transfers Effective Video Modeling Requires Staff Training Devise a Plan of Attack Prioritize Don t try to tackle it all at once. Find the right motivators t for your student Choose a behavior and generalize to multiple environments. Choose an environment and dissect behavioral expectations Video Modeling Meets our Students Where they Learn Best Contact information Many students with disabilities particularly those with ASD are visual learners. As Dr. Temple Grandin, a professor, author, and researcher with autism, explains, I think in pictures. I do not think in language. All my thoughts are like videotapes running in my imagination. Pictures are my first language, and words are my second language (Grandin, 2002). For such individuals, videos, simulations, virtual environments (VEs), pictures, and other multimedia can be effective teaching tools (Grandin, 2002; Loftus, 2005; Parsons, 2006; Parsons et al., 2006; Dana, 2005). To contact Social Skill Builder, Inc. Website: To contact Laurie Jacobs: Info@socialskillbuilder.com 11