Presentation to the Arizona Speech-Language-Hearing Association April, 31, 2011

1. Presentation to the Arizona Speech-Language-Hearing AssociationApril, 31, 2011 Tom Buggey, Ph D Professor/Chair of Excellence in Early Childhood Special Education The University of Tennessee Chattanooga

2. VSM Overviewthis video is in “videos” section of this site.

3. A little about me • 3 degrees, all in Special Education, The last was a Ph D in Early Intervention with a focus on language interventions from Penn State. • Taught gifted for 2 years then served as a special education supervisor for 6 yrs. In Nfld, Canada before returning and teaching 8 years in a “mixed category” class with children aged 5 -14. • Saw how much success I had when children came to me early rather than later > 2nd grade. Young kids did not yet feel defeated.

4. The road to and thru self-modeling Like most doc students I wanted to find the secret to the learning universe which meant… the teaching of Language. Researched many and found that an overall weakness In many methods was lack of generalization. Thus, I started looking for any instructional method that was reporting good generalization. Jack Neisworth, my mentor at Penn State gave me an article on VSM which noted that this one, and previous studies, had found good generalization and maintenance. Dissertation – training the contractible copula of the verb to be. 100s of hours of transcriptions and listening to 4 yr olds with language delays.

5. The move to autism • 1996 – 2 of my master students asked to do their theses on VSM use with kids with autism. • It worked! Middle school students w/ moderate to severe autism – responding to questions. • When I was presenting my results in KY. Someone asked if I had read “Thinking in Pictures”.

6. “I THINK IN PICTURES. Words are like a second language to me. I translate both spoken and written words into full-color movies, complete with sound, which run like a VCR tape in my head. When somebody speaks to me, his words are instantly translated into pictures. Language-based thinkers often find this phenomenon difficult to understand, but in my job as an equipment designer for the livestock industry, visual thinking is a tremendous advantage. Visual thinking has enabled me to build entire systems in my imagination.” Temple Grandin - from Thinking in Pictures And that was that. All studies since 1996 have been with children on the spectrum

7. Modeling All animals depend on modeling for early learning It usually starts with Mom, but will shift focus to peers as baby grows And socializes Brain pre-wiring for language learning makes us ready at birth for modeling to begin. We just wait for physiology to catch up with our ability to express.

8. Language modeling • Those viral twins So important. Baby’s first focal distance is breast to eyes. They are ready. Twins are imitating prosody, body language, turn-taking, and other pragmatic behaviors Hmmmmm – Twin modeling??????

9. Albert Bandura – guru of modeling/social learning • Bandura’s extensive research lends two findings related to self-modeling: 1. The best models are those closest to the viewer in all attributes Including ability. 2. Self-efficacy = The person’s perception of their ability is directly related to success. I can – s/he does I can’t – S/he doesn’t

10. Why Self-Modeling Should Be Better Than Other Forms Albert Bandura’s modeling research: 3. Arousal: In spite of everyone saying they hate seeing themselves, Neurological research indicates increased arousal when viewing oneself. Stimulates other areas of the brain in addition to those associated with other modeling I know I can, I know I can I saw myself do it!

11. Why Video Modeling - Autism? 1. The Visual Learner “I THINK IN PICTURES. Words are like a second language to me. I translate both spoken and written words into full-color movies, complete with sound, which run like a VCR tape in my head. When somebody speaks to me, his words are instantly translated into pictures. Language-based thinkers often find this phenomenon difficult to understand, but in my job as an equipment designer for the livestock industry, visual thinking is a tremendous advantage. Visual thinking has enabled me to build entire systems in my imagination.” Temple Grandin - from Thinking in Pictures

12. Why Video Modeling - Autism? 2. Sustained attention/limits distractions Children with autism can watch TV for hours. Provides a focus that can be excessive. But it is a focus and extraneous sounds and movements do not grab attention as in other situations. 3. No social obligations Videos place no social pressure on the child, whereas human interaction does. Real people – avoidance; Same people on-screen – no avoidance. (a plus for all forms of video modeling.)

13. Why So Effective with Children with Autism? Bandura - Self-Efficacy = I know I can. Bandura - The bestmodels - most similar to the viewer in all attributes. No Social Obligations. Limits distractions. Kehle & Bray – Not only does VSM supply new memories, it may also supplant old ones. Grandin - “When people talk to me I convert their words to pictures.”

14. Other Physiology tie-ins • Mirror Neurons – The discovery of neurons tied to modeling and empathy. • May be deficient in children w/ASD – not proven. • Watching self may work to transcend this weakness?????????

15. PETTLEP VSM primingWright and Smith (2007) • People watch VSM of workouts – curls - to prime visual imagery of the task. • Those who did that plus 30 minute workout built slightly more muscle mass than those who worked out for 60 minutes. • (Those who did all imagery showed no gains)

16. Viewing Oneself - Definitions • Self-Observation: Viewing oneself performing at present levels – good, bad, ugly – e.g. watching game films. Mostly positive research findings; However, it has also been linked to Decrease in self-efficacy/confidence. I do not recommend this for kids with disabilities except for rare circumstances (and when you are absolutely certain a child’s ego can take it.)

17. Self-Modeling: Allowing people to view themselves performing a skill or task that is slightly beyond their present ability. = All positive. • Risks are extremely limited. If it doesn’t work, the child and family have a nice memento (providing the film did not depict the impossible).

18. Two Forms of Self-ModelingDowrick, 1977 • Positive Self-Review: Reinforcing already known skills to improve performance/ fluency • Feedforward: Video of skills not yet learned. Introducing a new skill or behavior. Laura Wilkinson Gold medal Platform Diver

19. Slow Evolution 20 15 10 5 1 18 # of VSM Studies 9 5 4 70s 80s 90s 00s All using FeedForward

20. Four pivotal points in VSM history 1. The first jaw-dropper – Peter Dowrick’s Shirley video – mid 70s 2. iMovie@ followed by Movie Maker@ ‘90s • Bellini & Akullian (2007) Meta-analysis of Video modeling research. • My Book (2009) – Just because it is cheap and targets pros and families. • Coming – Special Issue of Psychology in the Schools – Look for it in Early 2012. Whole issue = VSM

21. Of course we know where self- modeling originated.

22. Three Prerequisites for MAX Results Maybe • Self-recognition Because of the success of peer-video modeling this could be questioned - we just do not know. Self-rec should facilitate attention. • Attention to video This seems to be essential. If s/he doesn’t seem interested in the movie…try something else. Prompting and/or redirecting to view probably won’t help. • Recognition of target behavior New to the list and mostly associated with very young children or those with severe developmental delays.

23. Self-recognition • Onset 14-18 mos. • We test for this by reversing Viewfinder on camcorder and look for reaction. The sticking out the tongue test. Side note: - The only child in a 1-2 yr old preschool room who acted for camera = little boy with Down Syndrome. - The only child under 4 where we had success = 2 ½ yr old girl with DS who sat and watched herself adoringly.

24. 3 Components of a VSM movie • 1. Positively label the behavior - helps child discern the target behavior. “Here’s Tony talking nicely with his friends!” We usually follow this with cheering/clapping. • 2. Body - Child behaving/performing well. • 3. Reinforcement at end/re-label behavior - “Nice playing, Tony!” • Other possible elements: Self-talk/congratulations; internal narration (could be distracting); background music (ambient-mood enhancing).

25. Ambient music uses • Because editing has become so easy, we can get fancy with our movies….as long as it doesn’t detract or distract. • We found that when we deleted sound because of teacher prompts or background noise, the video became less appealing; Thus, ambient music insertions during those times. • It makes the video more TV-like and can produce positive emotional reactions. • For language/speech the only real use would be for intros and endings. • Men running in their underwear or

26. Let’s follow a child across a full year. • 4 videos • 1. signs and signs w/ word when prompted. • 2. Socialization – Initiations • 3. MLU – putting words together 2 other vids Tony’s reaction to watching himself Results following video 3. *note: videos unavailable for this.

27. Tony: signs and one word responses.Baseline – never responded unless told to do so, often with hand over hand

28. Social InitiationsBaseline – T. stayed on periphery moving in a circle around playground or got in a car with roof and sides, but barely moved. Peer voiceover. Note trickery in slide sequence.

29. Responding - MLU

30. Play sessions following vid 3

31. Pretty good example of the “arousal” factor associated with viewing oneself. Tony’s excitement wanes as peers appear in the video and returns once their role is over.

32. How to Capture Footage for Feedforward Videos • Imitation– Great for language. Have children imitate advanced language skills. Keep one step ahead of morphological development. • Role Play– Fun! Act out behaviors in full Hollywood fashion. Get a director’s chair and clacker. • Capture Rare Behaviors – Used with children who are not responsive. Camera keeps rolling. Include child and family in planning when possible

33. Imitation • We typically get mom or teacher to help with this - whoever is best at getting the child to imitate. • Once we capture the child’s words, we can get very creative with the editing: • We can ask questions that fit the utterance, e.g. Child says, “I go home”. You can dub in adult or peer asking, “What do you do after school?” HOWEVER… • You can cut and paste individual words into sentences - slightly expanding utterances. (You will get a visual “flutter” between words, but this doesn’t seem to bother the children.) • You can do Simon Says type games to capture physical behavior - I do, you do.

34. Cut and paste words Mav. Age 3.0 Apraxia Lang Dev. 23-24 mos. Stuttering

35. Role Play • Make it fun and include child in planning when possible. • Works very well with Functional Behavior Assessments and/or Positive Behavior Supports. • Triggers for negative behaviors become scenes in the movie - but appropriate responses are acted out. • Social initiations/interactions can be scripted and lines fed to actors.

36. For Children Who Won’t or Can’t Cooperate: • Camera in situ hoping to capture rare behaviors. • I’ve had two successes with this: 1. Food aversion - Child rarely put spoon to mouth during lunch. = set up camera for 2 lunch periods, collect allspoon to mouth and link together = we have an eater. 2. Responding to questions: Filmed play sessions in which questions were asked. Took a long time to get enough responses for short video. Very time consuming!

37. Planning: Storyboarding • Identify the target/replacement behavior (something measurable/observable). • Determine best method for capturing the behavior. • Determine video scenes. • Task-analyze the target or replacement behavior. • Each step becomes a scene. • Or, each trigger of negative behavior becomes a scene.

38. Sample StoryboardMorning Routine *Drawn freehand with child and family assistance

39. Editing:VCR to Camcorder Arrangement • Make a copy of the original tape and save it. Do all editing from the copy. • Edit out all occurrences of children’s errors. Use only best examples. 1. Plug camcorder into VCR. Push “record” then “pause” on VCR. (Leave 5-10 seconds on the front end if you want to record a lead-in: See below.) 2. Push “play” on the camcorder and watch the video. When you see a behavior you want to capture, rewind to just before the part you want to record. Press “play” on the camcorder and release “pause” on the VCR. When the scene is complete, press “pause” on the VCR once more and search for the next scene on the camera. Keep repeating this process until you have the desired 2-3 minute tape. 3. If you want to add an intro and ending (recommended), you can just state the behavior (“Let’s listen to John talking nicely!”) while covering the lens. Add this to the front of the tape as above. You can also prepare a poster stating the behavior and/or praising the observer, e.g. “John is a Super Star!” “Here’s John talking nicely!!” Just talk while taping the poster. *It is very important to use “pause” instead of “stop.” This will give you smooth transitions. If you press stop, it creates a second or so of static between segments. Summary = Forward the camcorder until you find the part of the video you want to record, then press RECORD on VCR. Rinse and Repeat.

40. Camcorder to Computer iMovie@ iMovie HD@ Connect Camcorder Cut and paste Click and drag MovieMaker@

41. Editing window: 2 markers can be dragged to highlight anything you want cut - press delete - it’s gone. Video downloads to here Bells & whistles Also Cut & Paste Cut & Paste to timeline

42. iMovie Walkthrough

43. The Yin-Yang of Working with Preschoolers with ASD • Over the past 2 yrs. we have worked with 13 children 5 of whom were four, 4 were three, 4 were 2 1/2. • All of the four yr olds made nice gains in either social skills, language, or eating. Three of these could fit into that “magical” category. • Not one of the three yr olds showed any gain. • Age? Maybe, but we showed the videos to the children after they turned four and still nothing?? • Age-inappropriate behavior – social interactions????

44. Creating the Social Interaction Videos • Brought the children to the playground with one or two peers and prompted them to interact (e.g. Hand the truck to Tony. Try to get Tony to go to the top of the slide. Give Tony a hug.) • Filming the entire time, we captured any video that suggested interaction. Even when the child tried to “escape” and the peers gave chase, it appeared to be a game. • Editing: Here’s where your creativity comes in. Besides selecting the best clips from the video we did some “cheating”.

45. “Cheating” • We can use editing to depict events that never happened. 1. Tony wouldn’t slide, but we got him to sit with peer at the top. We also had a short clip of him at the bottom of slide, sooooo we took two peers out and had them slide down. We cropped the video showing the peers from the waist down coming down. Child at top + peers sliding + Child at bottom = He’s sliding. 2. We had a clip of Tony pushing a truck down a sidewalk. Soooo we took a peer out to that spot and had him push the same truck back = by juxtaposing the clips it made it look like they were passing it back and forth. 3. Eating: We used a video of a close-up of a peer’s mouth when inserting spoon with food and paired this with a clip of a child manipulating silverware at lunch….

46. Video Modeling Formats • Peer - Easy to get typically developing kids to serve as models. There are commercial versions that mainly focus on social skills: Watch Me Learn@, Model Me Kids@, and Teach2Talk@ • Point-of-View - Activities are carried out from the viewer’s perspective by holding camera at eye level. Hine & Wolery, 2006

47. Visual SchedulesA very simple form of self-modeling

48. Sometimes: a bit of “magic” Time getting ready for school

49. Tantrums: Eight-year-olds with Asperger’s

50. Eating lunch: Six-year-old with moderate autism