Video Modeling & iPads (12/1/11)

Teresa A. Cardon, PhD CCC-SLP

Assistant Professor

Washington State University

Video modeling
- Mode of teaching that uses video recording to provide a visual model

Video modeling teaches:
- Play skills
- Language
- Self-help
- Social skills

Video modeling has increased immediacy vs. icons

Research at WSU Autism Lab
Video Modeling Imitation Training (VMTI)
-Have done with children as young as 22 months
-Does not matter who is in the video (known person, stranger, adult, child, does not matter!)
-Keep video simple, plain background, plain clothes, etc.

Research on video modeling shows all gains in receptive language, most gain with expressive language, all gain with play skills, and some gains with social skills.

Video sample showing simple play, 2-step (walk figure/character to table, put the figure’s legs under the table-to sit, and then pretend to eat)
When the child watched the video he did all of the above but also said “walk” with the figure and then pretended to feed himself.

Video sample showing a person signing and hand motions for “I’m mad”
When the child watched, he then began to imitate hand motions and say words

Video sample made by caregiver with sibling, so mom would say “touch nose” and the sibling would touch her nose.
Showed the video to the 22 month old child (3 times?) and he touched his nose on command and afterwards even went to mom and touched her nose and said “nose.”

When creating videos keep them simple/plain
- Nothing on the walls
- Simple clothing (no rhinestones, words, etc.)
- Limit visual distracters as much as possible
- Does not matter who is in the video

Can use iPad by going to camera, there is video/camera and you start!

The video is reinforcement/motivating to children with autism
She would let the children see the video 3 times in a row during one session, they usually started to do/imitate within 3-4 weeks

Video vs. live model
With a live model children do not imitate as quickly, they do not generalize and skills are not maintained as well.

With videos start with object imitation, then gesture, then verbal (verbal can be tricky because you can’t make them say it, whereas with object imitation and gesture you can hand-over-hand them)

Contact:
Teresa.cardon@wsu.edu if interested, she is looking to form more collaboration time/training around this subject