One of my graduate students, Jennifer Rodecki, recently conducted an action research project using video self-modeling with three middle school students with moderate-severe autism to teach them to perform new skills independently. She used a tiered intervention approach in which she first used a modified social story (literacy-based behavioral intervention) with each student. While all students made gains during the modified social story intervention, only one student mastered the skill during that phase of the intervention. The other two students then participated in a video self-modeling intervention and quickly mastered the skills being targeted. They needed the video model to move them to full independence. A benefit of using video-self modeling is that it allows students to learn new skills without needing extensive amounts of adult prompting. The video itself serves as the prompts, and it is much easier to fade the use of the video then to fade adult prompts the student may get dependent upon. One of her students was working on watering plants at the school to increase his employability in community settings. Before she began her intervention of using a modified social story and video self-modeling, this student needed extensive prompting in order to water the plants from start to finish. Her student made gains with the modified social story, but did not reach independence. Once the video self-modeling component of the intervention was added, he reached independence rather quickly. Below is the video self-model she developed for this intervention:
No comments:
Post a Comment