Video Modeling

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Video Modeling

• Catherine Taylor
• Caldwell College Graduate Programs in Applied
  Behavior Analysis

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What is Video Modeling?

• The occurrence of a behavior by an observer that
  is similar to the behavior shown by a model on a
  videotape
• -Nikopoulos Keenan, 2004, p. 93
• A behavioral technique that uses
  videotapestarget behaviors in order to expand
  the learners capability to memorize, imitate,
  and generalize or adapt targeted behaviors
• -McCoy, Hermansen,2007, p. 183

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Effects of Video Modeling on Social Initiations
by Children with Autism (Nikopoulos Keenan,
2004)

• Nikopoulos

• Keenan

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Effects of Video Modeling on Social Initiations
by Children with Autism(Nikopoulos Keenan,
2004)

• Background
• Children with autism make or accept fewer social
  initiations and spend more time playing alone
  compared to their typically developing peers
  (Koegel, et al., 2001)
• Video modeling is a method for promoting social
  skills (LeBlanc, et al., 2003)
• Purpose
• Examine effects of video modeling on social
  initiation and reciprocal play

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Method
(Nikopoulos Keenan, 2004)

• Participants
• 3 boys diagnosed with autism, 7-9 yrs old
• Setting
• Video model one room
• Social initiations and play measured in another
  room

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Method
(Nikopoulos Keenan, 2004)

• Stimulus Materials
• 4 toys
• Ball, trampoline, tambourines and a game
• All familiar with the toys
• Video tape
• Typically developing peer (model) enters room
  with the experimenter
• Experimenter sits in chair opposite the toys
• Child takes experimenter by hand and says Lets
  play
• Both play with toy closest to the experimenters
  chair for about 15 seconds

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Method
(Nikopoulos Keenan, 2004)

• Response Measurements
• Social Initiation
• Child approaching the experimenter
• Emitting a vocal (Lets play) or gestural
  (taking hand) behavior
• Leading experimenter to the toy
• Reciprocal Play
• Child engaged in appropriate reciprocal toy play
  with the experimenter
• Session terminated by the participants (i.e. walk
  away, say all done) or 5 min maximum
• Latency to social initiation and total duration
  of reciprocal play were recorded

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Procedure

• Multiple baseline across subjects
• Baseline
• Child and experimenter enter room
• Experimenter sits in seat across from toys
• All toys present
• Rotation of toys located by the experimenters
  seat
• Video modeling
• Condition B1 View of video before entering room
• If social initiation occur within 25sec 3
  consecutive sessions during each condition ?
  Condition C
• If not ?Condition B2
• Condition B2 Simplified video. No play model
• Condition C (generalization)
• Removal of toy depicted in video and 2 other
  toys.
• See if respond with different toy then in video.
  
• Follow up 1 and 3 months after final measurements

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Results

• Baseline
• No social initiation or reciprocal play
• Condition B1
• 1 child engaged in social initiation and
  reciprocal play
• Condition B2
• Other 2 children engaged in social initiation and
  reciprocal play
• Condition C
• 1 child engaged in social initiation and play
  (generalized)
• Other 2 children social initiation only to play
  with modeled toy
• Duration of reciprocal play increased for all
• More so in 3-month then 1-month follow up
• Latencies to social initiation were low in
  follow-up

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Implications

• Social initiations as well as reciprocal play
  skills can be taught to children with autism
  using video modeling.
• These skills appear to maintain for at least 3
  months following teaching.

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Possible Stimulus Control Issues

• Reinforcer Preference Assessment Not Conducted
• How were items chosen?
• Trained on one item, expected to generalize
  skills to other 3 toys
• How Well do the Participants Play with the Toys?
• Jumping on a trampoline vs. game
• Ability could reflect on EO to initiate and play

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Possible Stimulus Control Issues

• What Possibly Contributed to the Ability of SDs
  to Gain Control Over Behavior?
• Items proximity to the chair
• Video model always chose one closest to
  experimenter
• Positional prompt
• Placement of Toys
• Always in similar places
• Experimenter
• No mention of generalization to other individuals
• Room
• No other room used

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Possible Stimulus Control Issues

• Removal of Toys During Condition-C May have
  Contributed to the Increase in Play Results
• Perhaps create EO for the non-removed toy
• No other toys to play with
• Tweak-out During initial baseline contains
  removal of all but one of the toys.

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Other Considerations

• Influences on the Effects of Video Modeling
• Participants Imitation Skills
• Previous study by Nikopoulos and Keenan (2003),
  state that social initiation was dependent on
  imitation skills (p. 102)
• Preference of watching videos
• Many different ways to conduct
• When/how reinforced?

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Other Considerations

• What is Reinforcement for Desired Behaviors?
• Toys?
• Social interaction?
• Is access to toys blocked with out social
  interaction?
• What would you want the stimulus control to be
  for child initiating and then playing with you?

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References

• Keogel, L. K., Koegel, R. L., Frea, W. D.,
  Fredeen, R. M. (2001). Identifying early
  intervention target for children with autism in
  inclusive school settings. Behavior Modification,
  25, 754-761.
• LeBlanc, L. A., Coates, A. M., Daneshvar, S.,
  Charlop-Christy, M. H., Morris, C., Lancaster,
  B. M. (2003). Using video modeling and
  reinforcement to teach perspective-taking skills
  to children with autism. Journal of applied
  Behavior Analysis, 36, 253-257.
• McCoy, K. Hermansen, E. (2007). Video modeling
  for individuals with autism A review of model
  types and effects. Education and Treatment of
  Children, 30, 183-213.
• Nikopoulos, C. K., Keenan, M. (2003). Promoting
  social initiation in children with autism using
  video modeling. Behavioral Interventions, 18,
  87-108.
• Nikopoulos, C. K., Keenan, M. (2004). Effects
  of video modeling on social initiations by
  children with Autism. Journal of Applied Behavior
  Analysis, 37, 93-96.

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Other Interesting Articles About Video Modeling

• Buggey, T. (2005). Video self-modeling
  applications with students with autism spectrum
  disorders in a small private school. Focus on
  Autism and Other Developmental Disabilities, 20,
  52-63.
• Charlop, M. H., Milstein, J. P. (1989).
  Teaching autistic children conversational speech
  using video modeling. Journal of Applied Behavior
  Analysis, 22, 275-285.
• Charlop-Christy, M. H., Daneshvar, S. (2003).
  Using video modeling to teach perspective taking
  to children with autism. Journal of Positive
  Behavior Interventions, 5, 12-21.
• DAteno, P., Mangiapanello, K., Taylor, B. A.
  (2003). Using video modeling to teach complex
  play sequences to a preschooler with autism.
  Journal of Positive Behavior Interventions, 5,
  5-11.
• Reeve, S. A., Reeve, K. F., Townsend, D. B.
  (2007). Establishing a generalized repertoire of
  helping behavior in children with autism. Journal
  of Applied Behavior Analysis, 40, 123-126.
• Taylor, B. A. Levin, L., Jasper, S. (1999).
  Increasing play-related statements in children
  with autism toward their siblings Effects of
  video modeling. Journal of Developmental and
  Physical Disabilities, 11, 253-264.

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Questions?