Video modeling with voice-over instructions to teach implementation of the picture exchange communication system.

Abstract

Video modeling is a training method with empirical support for teaching trainees to implement a variety of behavior analytic procedures, however currently there is no published research examining the use of video modeling to teach implementation of the Picture Exchange Communication System (PECS). The purpose of the present study was to use video modeling to teach implementation of Phases 1-4 of PECS to university students who expressed interest in working with populations for which PECS would be appropriate. Three undergraduate students viewed video modules composed of visual examples, voiceover explanation, and text describing each step in the protocol for each phase, then implemented each phase with a confederate learner. A multiple probe across participants design was used. Results showed that all participants achieved mastery-level performance in each phase following video modeling, however 1 participant required feedback from the experimenter to attain mastery in Phase 1. Follow-up probes conducted 2-3 weeks following completion of training indicate that performance may not remain at mastery level over time following video modeling alone, further suggesting a feedback component might be necessary. Future work should conduct generalization probes with actual learners with disabilities, and explore the use of computer-based training programs that incorporate a feedback component.

A review of the literature on staff training strategies that minimize trainer involvement

“…Video modeling resulted in mastery‐level performance for training the creation of graphs (Berkman et al, 2019; Mitteer et al, 2018; Tyner & Fienup, 2015); teaching staff to carry out DTI (Catania et al, 2009; Vladescu et al, 2012; Young et al, 2012); SPAs (Deliperi et al, 2015; Delli Bovi et al, 2017; Lipshultz et al, 2015); guided compliance procedures (Spiegel et al, 2016); and problem solving interventions for all participants (Collins et al, 2009). Results were mixed for training functional analysis procedures (Moore & Fisher, 2007); SPAs (Rosales et al, 2015); individual behavioral interventions (DiGennaro Reed et al, 2010); implementation of the Picture Exchange Communication System (Martocchio & Rosales, 2017); mand training procedures (McCulloch & Noonan, 2013); and providing performance feedback (Shuler & Carroll, 2019). Video modeling did not result in shelter volunteer staff reaching a pre‐determined mastery criterion for implementing discrete trial obedience with dogs (Howard & DiGennaro Reed, 2014).…”

“…SPAs (Rosales et al, 2015); individual behavioral interventions (DiGennaro Reed et al, 2010); implementation of the Picture Exchange Communication System (Martocchio & Rosales, 2017); mand training procedures (McCulloch & Noonan, 2013); and providing performance feedback (Shuler & Carroll, 2019). Video modeling did not result in shelter volunteer staff reaching a pre-determined mastery criterion for implementing discrete trial obedience with dogs (Howard & DiGennaro Reed, 2014).…”

Training soccer goalkeeping skills: Is video modeling enough?

“…Athletes may also benefit from one of the variations of VM which allow the learner to manipulate the playback of the video (pause, go back, etc.) and review it multiple times (e.g., Martocchio & Rosales, 2017; Yu et al, 2020). Similarly, manipulating playback variables such as playback speed (e.g., slow motion) or zooming in on relevant features (e.g., McCoy & Hermansen, 2007) could further enhance the use of VM.…”

Evaluating visual feedback on the handwashing behavior of students with emotional and developmental disabilities.

“…Video modeling is very cost-effective and has been demonstrated in a wide range of learning applications (Martocchio & Rosales, 2017). However, our video intervention differentially impacted student handwashing performance.…”