Do it Yourself: Video Self-Modeling Made Easy

Abstract

Elaine, a tutor, and Carlo, a fourth-grader, sit together at a table with a laptop. They discuss the book that Carlo is about to read, which Carlo chose from a set of preselected books at his instructional level. Elaine and Carlo discuss the cover of the book before starting to read, then they read a few pages in unison. After 2 minutes of unison reading, Elaine reaches over to the laptop, hits a button, and starts recording the rest of their tutoring session on video When Carlo first sat down at the table, Elaine ensured that the laptop's camera had him in the center of the frame. She placed an external microphone connected to the laptop on the desk, in order to pick up Carlo's voice more clearly than the computer's built-in microphone.Elaine records Carlo as he echo-reads the passage they just read in unison. Elaine reads a sentence, modeling pace and prosody, and Carlo reads the sentence after her. When Carlo stumbles on a word, Elaine says "let's try that one again," and models the sentence for him again -this gives Carlo a chance to read each sentence without errors. After echo reading the passage, Elaine stops the video recording and asks Carlo to reread the passage aloud independently. When he finishes reading, she praises his efforts and asks him a few questions to check his comprehension. They play a short "memory game" to reinforce new or challenging vocabulary. After Carlo goes back to class, Elaine spends about 15 minutes editing the video that was recorded during the echo reading portion of the tutoring session.Video modeling (VM) and video self-modeling (VSM) are two methods to support the development of target skills or behaviors. With VM, the target student watches a video of a peer performing a targeted skill or behavior. With VSM, target students watch themselves successfully performing a target skill or behavior. Studies have shown that both VM and VSM have positive outcomes on target skills and behaviors (Cihak & Shrader, 2009); individuals tend to be more engaged by videos of themselves and to learn self-efficacy in the process of making their VSM projects (Marcus & Wilder, 2009).

Group Video Self-Modeling to Improve the Classroom Transition Speeds for Elementary Students

“…, communication disorders such as selective mutism and stuttering (Bray & Kehle, 2001; Kehle, Bray, Byer-Alcorace, Theodore, & Kovac, 2012), learning disabilities (Prater, Carter, Hitchcock, & Dowrick, 2012;Rao et al, 2012), physical disabilities (Dowrick & Raeburn, 1995), depression (Kahn, Kehle, Jenson, & Clark, 1990), and attention deficit and hyperactivity disorders (ADHD; Woltersdorf, 1992). Within the past 6 or 7 years, researchers have found this technique to be particularly effective for children with autism spectrum disorder (Buggey et al, 2011;Plavnick, Sam, Hume, & Odom, 2013).…”

“…An outgrowth of this technology has been video self-modeling (VSM), which has been effective for teaching students academic skills such as reading and math (Dowrick, Kim-Rupnow, & Power, 2006; Rao, Hitchcock, Boisvert, Kilpatrick, & Corbiell, 2012), promoting social initiations and engagement (Bellini, Akullian, & Hopf, 2007; Buggey, Hoomes, Sherberger, & Williams, 2011), and learning self-help skills (Norman, Collins, & Schuster, 2001; Sigafoos, O’Reilly, & Cannella, 2005). VSM has also been effective across a wide variety of disabilities including, but not limited to, emotional and behavioral disorders (Losinski, Wiseman, White, & Balluch, 2016; O’Reilly et al, 2005), intellectual disabilities (Norman et al, 2001; Sigafoos et al, 2005), communication disorders such as selective mutism and stuttering (Bray & Kehle, 2001; Kehle, Bray, Byer-Alcorace, Theodore, & Kovac, 2012), learning disabilities (Prater, Carter, Hitchcock, & Dowrick, 2012; Rao et al, 2012), physical disabilities (Dowrick & Raeburn, 1995), depression (Kahn, Kehle, Jenson, & Clark, 1990), and attention deficit and hyperactivity disorders (ADHD; Woltersdorf, 1992). Within the past 6 or 7 years, researchers have found this technique to be particularly effective for children with autism spectrum disorder (Buggey et al, 2011; Plavnick, Sam, Hume, & Odom, 2013).…”

Is Mixed Practice More Effective than Physical Practice Alone for the Acquisition of Non-dominant Side Kicking Performance?

“…Unlike findings in literacy (Rao et al, 2012; Gillies, 2013), autism (Bellini et al, 2007), cerebral palsy (Dowrick, 1976) and other behavioral sciences (Dowrick, 2012), sport movement studies have indicated mixed results in support of the learning efficacy of this method (e.g., Starek and McCullagh, 1999; Law and Ste-Marie, 2005; Feltz et al, 2008). …”

Video Self-Modeling Interventions for Students With Autism Spectrum Disorder

“…enough interesting components to maintain the child's attention across a 2-to 3-minute video (Buggey, 2009;Hitchcock et al, 2003;Rao et al, 2012); however, too many extraneous details may be distracting. This is especially true for children with ASD, who can become engrossed in a small detail within the movie and miss the larger goal of observing the positive behavior or skill.…”