1 Video Modeling and Peer Mediated Interventions Teresa Cardon, PhD CCC-SLP, BCBA-D & Nichole Wangsgard, Ed.D. Utah Valley University 2 Overview of session: Audience goals? Video Modeling & Peer Mediated Interventions Research Practical Tips Group Practice Time Questions 3 4 Audience Goals??? Autism Facts & Figures Over 1.77 million cases of autism in the US Estimated 1 in 68 children currently being diagnosed (CDC, 2017) Possibly as high as 1 in 50 per parent report (2013) 1 in 58 in Utah Boys are 5x more likely than girls Autism is the fastest growing developmental disability in the US Costs 126 billion annually in the US The Journal Pediatrics suggests that an autism diagnosis brings an annual cost of $17,081 per child 5 Imitation starts as early as 72 hours old! 1
(Colin - 4 mos) 6 Imitation continues throughout childhood and helps children learn new skills! (Colin - 7 mos) 7 From Play to Self Help skills to Social Skills - Imitation is KEY! (Colin 16 months) 8 Autism & Imitation Children with autism struggle to imitate from a young age Lack of imitation is a salient diagnostic marker (Lord et al., 2000) More impaired imitation skills are associated with more severe symptoms of autism (Rogers et al., 2006). 9 What is Video Modeling? Video modeling has been used with children with autism for almost two decades Mode of teaching that uses video recordings and display equipment to provide a visual model of a targeted behavior or skill Video modeling has been shown to be highly effective for children with autism Evidence Based Practice IES What Works Clearinghouse; Bellini & Akullian, 2007; National Autism Standards 10 Types of Video Modeling Classic Video Modeling Point-of-View Video Modeling Sometimes called Perspective 2
Perspective Video Self-Modeling Editing skills required (and patience!) 11 What can I teach? Play Skills Language Skills Self-help Skills Social Skills The real question is What CAN T you teach?????? Commercially made videos vs. personalized videos? (Palechka & MacDonald, 2012) 12 13 Video Modeling Video modeling (VM) has been implemented and presented in literature for almost 20 years and has been demonstrated to help children on the autism spectrum learn social communication skills. Video Modeling Cont Video Modeling is supported by Bandura s (1977) Social Learning Theory which theorized that human behavior is learned by observing others and modeling the behaviors they witness. During VM, the student with ASD watches a video of the target skill and is then asked to demonstrate the target behavior. 14 Baseline - 3 year old Gestural Imitation 15 16 Session 3 Session 9 3
17 Baseline - 23 month old Following Directions 18 19 20 21 Caregiver Created Video Model 3rd Treatment Session Video Modeling - WOW! (aka. what a dedicated paraprofessional can do with a little bit of support and training!) In PMI, peers are trained to model various skills such as social interactions and respond to social initiations. 22 Cont There is a growing body of literature researching and recommending PMI as an effective intervention technique to teach challenging skills to student with ASD. When 42 studies were analyzed Studies implemented PMI 172 total students with ASD 91% of the students learned new social skills 23 24 Cont PMI has become one of two most promising intervention methodologies to improve social skills. Cont Facilitate least restrictive environment (LRE) where the students are learning alongside their peers. 4
students are learning alongside their peers. In 2012, Harjusola-Webb, Hubbell, & Bedesem stated that, using peers as role models has the potential to be more advantageous than teacher modeling for increasing the quality and quantity of social behaviors in natural environments. 25 Problem There is a growing body of literature supporting VM in conjunction with PMI. However, very few studies have used video modeling in conjunction with peer mediated interventions in an inclusive preschool setting. 26 27 28 29 Research Question This study examined whether implementing video modeling with peer models will improve the social communication skills of students with ASD. Method Classroom peers were trained to be the models in the video. The peers were recorded modeling the skills to be learned by the preschoolers with ASD. Target Skills: Cooperative play Shared requesting Following directions Video Modeling Example Methods 1. Six Participants ages 3-4 2. Baseline skills measured 3. VM Treatment implemented 4. Return to baseline 5. Return to treatment 6. Pull-out treatment 5
6. Pull-out treatment 30 Results Participants who received VM treatment demonstrated an increase in targeted social communication skills (cooperative play, sharing, and following directions) while the participants who received treatment as usual did not show an increase until after the VM intervention was implemented. 31 32 33 34 35 36 Discussion Extends growing body of research recommending peer-video interventions because this study also increased motivation to attend to peers in videos increased their rate of acquisition and improved generalization. Social validity data collected and results reflect that participants continued to generalize skills 37 Discussion Cont... In a pair of recent studies, investigators found that inclusive settings are appropriate for some students with autism (Furfaro, 2017). Results supports recent findings because some of the participants responded better to VM in the pull-out setting treatment phase. 6
treatment phase. 38 Recommendations If a student does not respond to VM consistently educators need to re-evaluate the environment. Think about increasing the dosage or frequency of the intervention. 39 40 41 TIPS: 1.Don t be intimidated! Start somewhere! 2.Think of a skill you want a child to learn. 3.Video tape someone performing the skill. 4.Show the video to the child individually or in a group setting. 5.Prompt them if they don t do it after three tries. 6.Keep going! 42 Practice Time: 1. In a small group, think of a real life behavior that you would like to try teaching using video modeling 2. Write out the steps that you need to create the video model and the script you would like to use 3. With your smartphone or tablet practice filming with a buddy 4. Go home and practice what you learned today by actually creating the video model and implementing it with your child/ student 43 44 7