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Video Proves Highly Effective for Teaching and Providing Positive Behavior Support for Persons With Developmental Disabilities — Journal of Positive Behavior Interventions, Winter, 2003 According to Peter Sturmey, video is clearly demonstrated to be a novel and expanding technology 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. As Sturmey writes, the use of video technology can lead to a range of positive social, language, and academic outcomes for children with a variety of disabilities. It may be used in a variety of ways as an educational intervention. Videos may present peer, self-, or adult models of appropriate social and language behavior. Observing a videotape of correct performance can also be used as a correction procedure. Video technology also has the potential to promote stimulus control of appropriate child behavior through nonsocial stimuli, thus freeing the child from reliance upon prompts from other people. Finally, video technology can be incorporated as one element within a broad package of positive behavioral support for children with disabilities. Modeling Leads to Rapid Acquisition of Verbal and Motor Responses — Journal of Positive Behavior Interventions, Winter, 2003 A study finds that video modeling intervention can lead to rapid acquisition of both verbal and motor responses in children with autism. The study, undertaken by Patricia D'Ateno, Kathleen Mangiapanello and Bridget A. Taylor, focused on teaching play skills to a preschool child with autism. Videotaped play sequences included both verbal and motor responses. A multiple baseline across three response categories (tea party, shopping, and baking) was implemented to demonstrate experimental control. No experimenter-implemented reinforcement or correction procedures were used during the intervention. Results showed that: 1. Video modeling intervention led to the rapid acquisition of both verbal and motor responses for all play sequences. 2. 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. 3. Additionally, the complex sequences of verbal and motor responses were acquired without the use of error correction procedures or explicit, experimenter implemented reinforcement contingencies. Video Modeling Teaches Spelling and Literacy Skills — Journal of Positive Behavior Interventions, Winter, 2003 A study by Elisabeth M. Kinney, Joseph Vedora and Robert Stromer examined the use of computer video models and video rewards to teach generative spelling to children with autism — and found it to be very effective. The study was presented as: Phase 1: Ana (the child) viewed video models of her teacher writing target words. After she wrote correctly, she watched videos of play routines unique to each training word. Ana rapidly learned to spell three five-word sets to pictures and dictation. Phase 2: Ana learned to spell four novel words (e.g., lore and tock) based on the elements of five words learned in Phase 1 (e.g., tore and lock), arranged into a teaching matrix of three beginning consonants and three word endings. Phases 3-4: Ana learned to spell subsets of four three-by-three matrices, then immediately proved capable of spelling the remaining words in each matrix. Ana also succeeded on generalization and maintenance tests at home and school throughout the study. Conclusion: a teaching package of video models and rewards demonstrates that generative spelling can be acquired. As a bonus, Ana's proficiency in spelling helped her acquire literacy skills commensurate with her regular school placement. Children With Autism Learn New Skills, Improve Existing Skills Through Video Modeling — Journal of Positive Behavior Interventions, Winter, 2003 According to a study by Barbara Yingling Wert and John T. Neisworth, video self monitoring (VSM) is a promising intervention to teach new skills and improve the use of existing skills in young children with autism. VSM includes observation and imitation of oneself on videotape that records specific desirable child behaviors. The purpose of this study was to test the effectiveness of VSM for training young children with autism to make spontaneous requests in school settings. Four young children with autism participated. Experimental control was demonstrated using a multiple baseline design across subjects. Results? Introduction of VSM led to a large increase in requesting behavior in all four children, meaning VSM can be effective in causing an increase in spontaneous requesting in young children with autism. Video Modeling Teaches Perspective-Taking — Autism Research Review International, Volume 17, No. 1 Video modeling can help autistic children understand the perspective of another person, according to a recent study in the Journal of Positive Behavior Interventions. Marjorie Charlop-Christy and Sabrina Daneshvar (Claremont McKenna College, Claremont, CA) employed the video modeling technique with autistic boys (two six-year-olds and a nine-year-old), using five different perspective-taking tasks. The researchers say that none of the children was able to successfully complete a perspective-taking task administered before the study began. When the video was introduced, one of the children mastered all of the five perspective tests after only a few viewings of the video. The second child required more viewings, but also completed all of the tasks successfully. The third child was only able to pass three of the tests. The two who passed tests after video training also were able to generalize their knowledge to other settings. The researchers note the advantages of video modeling include the ability to focus on relevant stimuli; the reinforcing nature of watching videos; and the ease of using different models and situations to increase the opportunity for generalization to other settings and people. Television, Video Highly Effective Teaching Tool For Elementary to High School Students — National Teacher Training Institute, 2003 Students learn more and retain more when television and video are incorporated in teaching, according to the National Teaching Training Institute. States, districts, and individual schools are increasingly making media and technology a priority in the classroom. The National Teacher Training Institute (NTTI) is one of public television's efforts to help teachers harness the power of technology and use it as a tool to help teach more effectively. NTTI brings teachers, television and technology together in a train-the-trainer model for integrating video and other technologies into core lesson plans. The methodologies taught in this local implementation of a national model have been shown to significantly increase student understanding and retention. A NTTI survey of more than 1,100 elementary, middle and secondary school students around the country conducted by Thirteen/WNET and designed and analyzed by the Teachers College at Columbia University confirms that students learn more and retain more when teachers use television and/or video as an interactive component of their lessons. Key findings of the study include:
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