An Examination of the Effectiveness of Videotaped Self-Modeling in Teaching Specific Linguistic Structures to Preschoolers

Abstract

Videotaped self-modeling (VSM) has been developed as a means to allow participants to view themselves in situations where they are performing at a more advanced level than they are presently functioning in their natural environment. VSM has been used effectively to train positive behaviors and to decrease negative behaviors across a wide range of ages and behaviors; however, studies of VSM use with preschoolers and in the training of language behaviors has been sparse. The present study was designed to analyze the effects of VSM on the acquisition, maintenance, and generalization of the contractible copula is with preschool children with delayed language. The results indicated that the three children included in the study made obvious gains in acquiring the target behavior and applied the behavior in normal conversational use. The gains made during intervention were maintained through a follow-up phase. The findings suggest that VSM may represent a new cost-and timeefficient technique for training language skills with preschoolers.

Video Self-Modeling Applications With Students With Autism Spectrum Disorder in a Small Private School Setting

“…Intervention that occurred in classrooms at the beginning of the school day seems to have caused changes in behavior that generalized to other settings within the school. These findings concerning change in behaviors and generalization support the results of many previous studies on VSM (e.g., Bray & Kehle, 1996;Buggey, 1995a;Buggey et al, 1999;Charlop & Milstein, 1989;Dowrick & Raeburn, 1995;Yingling & Neisworth, 2003).…”

“…The gains in mean production of spontaneous requests ranged from 800% to 1,200%. As in other studies (e.g., Buggey, 1995a;Creer & Miklich, 1970;Dowrick & Raeburn, 1995), the results were maintained following withdrawal of the videos.…”

“…Positive results have been obtained for treating depression (Kahn, Kehle, Jenson, & Clark, 1990), stuttering (Bray & Kehle, 1996), elective mutism (Pigott & Gonzales, 1987), attention disorders (Dowrick & Raeburn, 1995;Woltersdorf, 1992), behavior disorders (Lasater & Brady, 1995), and aggressive behaviors (Creer & Miklich, 1970;McCurdy & Shapiro, 1988). Likewise, VSM has proved efficacious as a tool for teaching skills such as math (Schunk & Hanson, 1989), life skills (Miklich, Chida, & DankerBrown, 1977), social behaviors (Lonnecker, Brady, McPherson, & Hawkins, 1994;Rasing, Coninx, Duker, & Van Den Hurk, 1994), and language (Buggey, 1995a;Haarmann & Greelis, 1982;Sherer et al, 2001;Whitlow & Buggey, 2003;Yingling & Neisworth, 2003). In a review of 27 studies using VSM (Meharg & Woltersdorf, 1990), moderate to dramatic gains were reported across all target behaviors.…”

“…Children can often imitate correct language forms or role-play correct responses to social situations before they adopt them into their everyday usage. For example, Buggey (1995a) used VSM to train preschoolers to use the contractible copula form of the verb "to be." These children were videotaped imitating the use of short sentences with the words am, is, and are.…”

Computer-Based Video Instruction to Teach the Use of Augmentative and Alternative Communication Devices for Ordering at Fast-Food Restaurants

“…Although numerous studies have supported the use of video technology to teach verbal skills to students with disabilities (Buggey, 1995;Hitchcock, Dowrick, & Prater, 2003;Mechling, 2005), none that teach the generalized use of AAC have been identified. In the current study, we evaluated the effectiveness of (a) CBVI for participants using AAC and (b) AAC within the generalized community setting of fastfood restaurants.…”