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Video Modeling and the Activity Trainer. Thursday 9/12/2013 3 :00 PM Eastern Karl Smith, Founder Accelerations Educational Software ksmith@dttrainer.com www.dttrainer.com. Personal Connection. Accelerations Educational Software. Products in over 1100 School Districts
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Video Modeling and the Activity Trainer Thursday 9/12/2013 3:00 PM Eastern Karl Smith, Founder Accelerations Educational Software ksmith@dttrainer.com www.dttrainer.com
Accelerations Educational Software • Products in • over 1100 School Districts • 100s of Private Schools & Institutions • 1000s of homes • 2 Foreign Versions • Canadian & Spanish • DT Trainer & Activity Trainer
Products Advisory Board • Peter Gerhardt, Ed. D. Chairman Scientific Council for the Organization for Autism Research • Dr. Stephen Shore Professor of Special Ed, Board Member Autism Society of America Author & Internationally Known Speaker on Autism, Individual with Autism • Robert Stromer, Ph. D. BCBA, Behavioral Scientist, Professor, Computer based technologies Expert • Dr. Bridget Taylor BCBA, Professor, Director of Eden II/Genesis Outreach Autism Center • Dr. Mary McDonald BCBA, Director of Alpine Learning Group, International Speaker on Autism, VP of the Association for Science in Autism Treatment
Used in Range of Settings • School Districts • Self Contained Classes • Preschool • Elementary • Where students are significantly delayed at: • Middle School • High School • Full day main-streamed students • At risk preschool & kindergarten classes Accelerations Educational Software
Used in Range of Settings • Institutions & Private Schools • Autism Centers and Home Programs • Group Homes • Private Homes • Autism & Intellectual Disabilities • Typical Siblings Accelerations Educational Software
Range of Licenses • Single Computer • Subscriptions & Perpetual • Unlimited Students or Single Student • Institutional or home • Site Licenses • District Wide for Special Education • Institution Wide for All or Target Population • Special Cases • Free Demo / Presentation Licenses • For anyone needing to present to or train others • Demo labs (AT resource centers, …) Accelerations Educational Software
Wealth of Supporting Research • > 20 years of research • Wide range of skills & behaviors • Simple to Complex • Wide range of learners • Increases acquisition rates… • Sometimes quite dramatically! • Sample of research references at: • www.dttrainer.com/products/activity-trainer/supporting-research/
Tiny Sample of Research • Apple, A. L., Billingsley, F., & Schwartz, I. S. (2005). • Effects of video modeling alone and with self-management on compliment-giving behaviors of children with high-functioning ASD. Journal of Positive Behavior Interventions, 7 (1), 33-46. • Bellini, S. & Akullian, J. (2007). • A meta-analysis of video-modeling andself-modeling interventions for children and adolescents with autism spectrum disorder.. Exceptional Children, 73, (3), 267-287. • Charlop-Christy, M. H., & Daneshvar, S. (2003). • Using video modeling to teach perspective taking to children with autism. Journal of Positive Behavior Interventions, 5 (1), 12-21. • Charlop-Christy, M. H., Le, L., & Freeman, K. A. (2000). • A comparison of video modeling with in vivo modeling for teaching children with autism. Journal of Autism and Developmental Disorders, 30 (6), 537-552. • Corbett, B. A., & Abdullah, M. (2005). • Video modeling: Why does it work for children with autism? Journal of Early Intensive Behavioral Intervention, 2, 2-8. • Coyle, C., & Cole, P. (2004). • A videotaped self-modelling and self-monitoring treatment program to decrease off-task behaviour in children with autism. Journal of Intellectual & Developmental Disabilities, 29(1), 3-15. • ...
General Conclusions • Increases Acquisition Rates across wide variety of skills • Effective with Autism & other Learning Disabilities • Model generally does not matter • Video Self Model can improve interest
General Conclusions (cont.) • Should be Common Practice… try VM where students are not learning quickly with other methods • Not a panacea… • will not work for all skills and all students • VM better than next best method • 2 teachers... One modeling & one facilitating • 2 teachers… We barely get 1 on 1!
VM Works Because… • Consistent Model • Non Threatening • Separation of Modeling & Facilitation • Parallel Model and Execution • Minimize representation • Minimize observational memory
VM Works Because… • Clear Objective • Perspective / Orientation • Minimize extraneous information • Maximize salient features • Supports Visual Learners • May be more interesting
VM Works Because… • Quicker success improves interest • Success on sub steps creates increased interest / cooperation on task • Building history of success – cooperative learner
Poor Observational Learners • Poor observational memory • Inability to mentally represent model • Inability to remember long enough to preform task • Lack of ability to translate observation to behavior • Lack prerequisite skills for task
Poor Observational Learners • Not attending to salient features • Attending to extraneous information • Lack of understanding what they are supposed to do • Lack typical mimicking behavior • Uninterested / Uncooperative • Threatened by model or task
Benefits to Student • Improve cooperation / interest • Improve self confidence • Learn skills
Benefits to Student • Learn to learn • Learn to attend • In general • Salient Features • Longer • More complex • Improve observational memory • Improve translation skills
Practical Considerations • Virtual extra teacher/teaching assistant • Barely get one-on-one… otherwise should have two-on-one (teachers to student) • Allows staff more time to actually teach • Students able to perform tasks previously performed by staff… • Potentially enables acquisition • We tend to give up if not learning in some time period
Practical Considerations • Takes time to create own video • Planning • Scripting • Coordinating actor(s) • Obtaining equipment • Editing • Rework • Frequently net savings in time – substantially less teaching time
Possible Platforms • TVs • Computers • Mobile devices
Activity Trainer • Problem to solve • 20 years of research indicating VM should be used • Not common practice
VM Problems • Tapes, CDs, and DVDs • Clumsy at best • Media Players • No support for Task Analysis, Sequences, Organization of Materials, Data Collection, … • Video Modeling • Not just about playing videos • Is about micro-management of process
VM Problems • Creating Video Models • Time consuming • Most teachers not trained • PowerPoint • Supports useful features • Still lacks support for organization, data collection, … • Task analysis and sequences are clumsy
Solution: Activity Trainer • Makes VM Practical, Easy, & Specific • Extends VM - Activities • Combines Video, Images, Texts, Audio • Task Analysis, Sequences, Transitions from Videos to Images & Images to Text, Data Collection, Organization of Materials • Worksheets • Integrated with Visual Schedule • Skills, User, Can support 3rd Party Libraries
Basic VM Teaching Strategy • Build automatic mimic response to video • Generally start with simple non-verbal imitation • Build (as slowly as necessary) to more complex skills • Goal is to use no or minimal facilitation • Strategy will frequently be domain specific • Facilitation will be different for verbal, social, daily living, …
Facilitation • Facilitation / prompting • Hand over hand • Verbal • Gestural • Proximity
Facilitation • Only use facilitation techniques were • Safety is an issue • More information is needed to supplement video to obtain success • Lack of success building automatic mimic response • E.G. Needs extra fine motor support
Teaching • From behind (where appropriate) • Hand over hand (where necessary)
Fading Facilitation • Fading Facilitation • Fading hand-over-hand • Fading gestural prompts • Fading verbal prompts • Fading proximity
Fading Video • Video source further away • Make picture smaller • Turn down sound • Play smaller portion of video • Play video prior to performance • Transition to image cue • Transition to text • Play on smaller device
VM - Transition from Video • Automatic • Student automatically performs task in natural situation • Transitional Teaching • Teacher facilitates generalization to natural situation • Transition to Image Cue • Only needs image cue to initiate behavior • Transition to Verbal Instruction • Transition to Text instruction • Visual Schedules • To-Do lists
Educational Considerations • How vs. Why • Teach how to do something • Then teach why (and when) • Reproducibility of scene objects • For single student / small group: non issue • For resource: use commonly available objects • Allow teaching of “contrived” task • Then generalizes to student’s actual environment
Simple Action • Single or simple action (for level of student)
Repeated Action • Repeats or just “more of the same”
Complex Tasks • Steps ***
Accommodations • Pauses • Breaks between task steps • Speed of action • Different levels of learner • Disjoint to fluid • May require multiple VMs
1st Person View • Fine motor & other skills
2ndPerson – Opposite – Mirror View • Simple actions
3rdPerson – Scene View • Capture details of larger movements
Other Views • From Behind • Over shoulder • Angle view
Actor(s) • Can do activity • Age less important • Generally use late teen or young adult • To target wide range in age of learners • Can use young models • Especially for social skills • If targeting just young children
Actor(s) • Self Model • If student can barely do activity • Fake it! • With multiple shots & editing can make student look like he performed activity
More Information • www.dttrainer.com • Free trials • 803-233-0541 • sales@dttrainer.com • support@dttrainer.com • ksmith@dttrainer.com
End of Activity Trainer Training Thank you for attending! Karl Smith – Developer/Founder Accelerations Educational Software ksmith@dttrainer.com www.dttrainer.com