Three Types of Videos
- Video Peer-Modeling: Video of a peer completing the routine. Students attend best to video models that share similar characteristics to themselves (Bellini & Akullian, 2007).
- Video Self-Modeling: Video of the student completing the routine. Videos depicting the targeted student must only show successful attempts of the targeted skill. Strategic taping and editing must be used to show the child successfully completing the routine (Bellini & Akullian, 2007).
- Video Perspective-Modeling: Video of a routine filmed from the perspective of the student.
Check out an example of video perspective-modeling here.
Phases of Intervention
Phase 1
Introduce the edited video of the desired skill to your student by first simply playing it in the student’s presence—no expectations or demands at first.
Phase 2
Watch the video with the student. You can either listen to the embedded audio or mute the videos and speak your own simplified narration as the routine plays. It can be helpful to pair steps of the video with visual icons to provide greater visually cued instruction. After viewing the video model, practice the skill through discrete practice sessions or role-playing (this is the production process of observational learning). Offer prompts, cues, immediate models, and redirection as needed for the student to be successful.
Phase 3
Consistently watch the appropriate video before completing a targeted routine to ensure sufficient exposure to the model. Each time the student completes the routine fade prompts and cues to scaffold to independence. As the student becomes more successful with the routine periodically review the video models as professionally determined.
A Note About Motivation
Encourage the student attend to the videos using verbal redirection cues but remember attention is not a prerequisite skill for learning and research has indicated modeling and frequent exposure are sufficient to support learning without hand-over-hand assistance and use of external reinforcers or punishments (D’Ateno, Mangiapanello, & Taylor, 2003).
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