Video Feedforward for Reading

Abstract

1989) and Woltersdorf (1992). The successes to be observed on video may be selected as exemplars taken out of the context of typical performance, as is often done for classroom on-task behavior. For example, Kehle, Clark, Jenson, and Wampold (1986) recorded hours of unprompted classroom behavior of four elementary school children (boys) who had been identified with behavior disorders, and then they edited a selection of positive examples into relatively short videos. Each student watched his own videotape once a day for 5 days, and the rates of inappropriate behavior declined, on average, from 47% to 11%. This type of self-modeling-to increase adaptive behavior that is currently intermixed with nondesired behaviors-is known as positive self-review (PSR). PSR is also used for mood-based disorders, the transferal of role play to the real world, and the maintenance of disused or low-frequency skills (Dowrick, 1999).Video feedforward can create images of positive futures, as has been shown by researchers using self− modeling methods to teach new skills with carefully planned and edited videos that show the future capability of the individual. As a supplement to tutoring provided by community members, we extended these practices to young children struggling to read. Ten students with special needs participated in a multiple baseline intervention. Each received tutoring only, followed by tutoring plus video feedforward, another phase of tutoring only, and follow-up. Overall, reading fluency improved significantly for all students; in 9 out of 10 cases, rate of improvement was significantly greatest during feedforward. Other measures (e.g., word identification) confirmed student progress from most at-risk to mid-stream status. We conclude that video images of success with challenging materials may enhance the acquisition of reading skills.All creatures learn from observing their successes, but not usually on video; humans distinguish themselves by being able to learn through observing successes they have not yet had. This type of self-modeling is known as feedforward, an image of future mastery (a term coined to contrast with feedback, which illustrates past or present performance). For example, behavior that occurs only in one setting may be transferred to other settings by video or audio feedforward (Blum et al., 1998). In the classic application to selective mutism (Dowrick & Hood, 1978; also described in Dowrick, 1999;Kratochwill, 1981), two children were never observed to speak at school, although they spoke freely at home. Essentially, videos were made in both locations, and each child's conversation from the home was edited into the context of an adult asking questions and making comments to the same child at school. Both children watched together-first one feedforward video over a period of days, then the other-with the result that each child significantly increased the rate of speech at school in response to the self-model but not to the peer model. These increases in speech were rapid and dramatic, with only a...

Self modeling: Expanding the theories of learning

“…Feedforward brings together the behavioral, cognitive, and neurological considerations described previously. In VSM, the future or target skill is necessarily built or reconfigured from component behaviors in the repertoire: that is simply the standard procedure of planning, recording, and editing (Dowrick et al, 2001; Dowrick, Kim‐Rupnow, & Power, 2006). VSM or any modeling procedure is not effective if there is no perceived value in the goal.…”

Lessons learned towards a best practices model of virtual reality intervention for individuals with intellectual and developmental disability

“…It would seem that the positive effect as perceived by the participants themselves is important since previous studies have shown that for people with ID, who are prone to experience repeated failures, a feeling of success is usually correlated with a feeling of enjoyment. Moreover, the perception of even potential success [29,30] was found to enhance skill acquisition in this population [31].…”

The use of video self‐modeling with english language learners: Implications for success

“…All investigations targeted reading fluency, and one also targeted reading comprehension. A technique often referred to as video feedforward was used, in which student errors and unfavorable behavior are not only edited out, but student performance is edited so that it appears to be at a level beyond the students' capabilities at baseline (Dowrick, Kim‐Rupnow, & Power, 2006). All studies took place in school settings with students from first through 11th grade who had been identified as having reading skills deficits.…”

“…Another analysis examined the combined effects of video feedforward and tutoring by trained community members using the Actual Community Empowerment (ACE) reading protocol (Dowrick et al, 2006). Each video showed one of the 10 first‐grade students reading fluently and rapidly, naming sight words on flashcards.…”