video modeling compared with real live - 2012-06-29
Several studies have been completed which compare video modeling with in vivo ('real life') therapy. The studies have concluded that video modeling is as effective or more effective than "real life" therapy when teaching children on the Autism spectrum. It is important to note that GemIIni works best when combined with the skill of the professional therapists that are already in a student's life. When used that way, the GemIIni system can take over the rote process of teachingThat way, the therapists can use GemIIni-acquired skills in a one-on-one setting to help with socialization and generalization.
We have included several video modeling studies below along with abstracts of each work below. For a quick summary of video modeling's effectiveness, researchers Kathleen Mccoy and Emily Hermansen observe:
Video modeling is particularly effective in ABA programs in teaching behaviors to children with autism (Nikopoulos & Keenan, 2006).... Video modeling is innately appealing to instructors who find live modeling to be very time consuming.... Charlop-Christy, Le, and Freeman (2000) found that video modeling resulted in quicker rates of acquisition and increases in generalization in comparison to live modeling..... Video modeling is also more cost efficient and requires less time for training and implementation than in vivo (live) modeling (Graetz, Mastropieri, & Scruggs, 2006)....Additional benefits to video modeling include an increased ability to gain and hold the student's attention as well as the ability to have complete control over the observed stimuli (Dorwrick, 1991)
The present study was designed to compare the effectiveness of video modeling with in vivo modeling for teaching developmental skills to children with autism. A multiple baseline design across five children and within child across the two modeling conditions (video and in vivo) and across tasks was used. Each child was presented two similar tasks from his or her curriculum; one task was used for the video condition, while the other was used for the in vivo condition. Video modeling consisted of each child watching a videotape of models performingthe target behavior, whereas in vivo modeling consisted of the children observing live models perform the target behavior. After the observations, children were tested for acquisition and generalization of target behaviors. Results suggest that video modeling led to faster acquisition of tasks than in vivo modeling and was effective in promoting generalization. Results are discussed in terms of video modeling’s motivating and attention maintaining qualities.
A large number of studies have shown that children and youths with autism can improve their socialskills when provided with appropriate and well planned treatment strategies. Here, a video modelingprocedure was implemented with seven developmentally delayed children, using a multiple-treatmentdesign. Each child watched a videotape showing a model and the experimenter engaged in a simplesocial interactive play in an adapted play setting. Afterwards each child’s behavior was assessed in thissetting, while the experimenter’s behavior remained the same as that shown in the videotape. The videomodeling training enhanced the social initiation skills of four children. It also facilitated appropriateplay engagement, which generalized across settings, peers, and toys. These changes maintained after a1- and 2-month follow-up period. The intervention was evaluated as a time-efï¬cient teaching tool aswell as a means of enhancing appropriate play skills.
We examined the effects of a video modeling intervention on social initiation and play behaviors with 3 children with autism using a multiple baseline across subjects design. Each child watched a videotape showing a typically developing peer, and the experimenter engaged in a simple social interactive play using one toy. For all children, social initiation and reciprocal play skills were enhanced, and these effects were maintained at 1- and 3-month follow-up periods.
We evaluated video modeling and reinforcement for teaching perspective-taking skills to3 children with autism using a multiple baseline design. Video modeling and reinforcement were effective; however, only 2 children were able to pass an untrained task, indicating limited generalization. The ï¬ndings suggest that video modeling may be an effective technology for teaching perspective taking if researchers can continue to develop strategies for enhancing the generalization of these new skills.
