Video modeling for AAC
Video modeling is a teaching mode that uses video recording and display equipment to present a visual representation of the targeted behavior or skill. Video Modeling is an evidence-based practice in special education.
All you need is the child's communication device or a printable communication board and a way to record video (it can be your phone, a tablet, or a camera). Video modeling involves videotaping the expected or desired behavior so that our clients can see, hear, and better understand the skills they are trying to learn.
Video modeling aims to create a video representation of a skill that can be watched and imitated. Video modeling doesn't replace guidance, visual supports, or interaction. Instead, it reinforces the skills taught. Video modeling in AAC enables students to have additional aided language stimulation outside of instruction or interactions. It can also be a way for the learner to review the vocabulary they have learned. Video models of AAC can be used instructional, or students can choose to watch them during leisure time.
The evidence-based research suggests that video modeling is implemented effectively with learners from early childhood through middle school.
The evidence-based studies describe communication, social, academic/cognition, and play. In the studies, video modeling was implemented in the home and school settings. This practice might be helpful anywhere there is access to viewing stuff.
How is the implementation process?
The implementation process for video modeling is similar to each type of video modeling strategy:
• basic video modeling
• video self-modeling
• point-of-view modeling
• video prompting
Let's see how video modeling is implemented with learners with Autism Spectrum Disorder (ASD). Here are the steps:
1. Target a behavior for teaching
• Teachers focus on recognizing a behavior for the learner with ASD to get and then describe it to collect accurate data throughout the intervention process. Target behaviors may include communication skills (requesting, giving compliments, initiating interactions with peers).
• Teachers describe the target behavior so that is observable and measurable.
2. Having proper equipment
Teachers must have access to two essential pieces of equipment:
-something to make the video
-something to show the video
Teachers take a video recording device (hand-held camera, computer technology). They are familiar with the equipment and are comfortable using it.
Teachers should practice using all equipment before implementing video modeling interventions. It will ensure that the intervention is implemented as efficiently as possible.
3. Make the video
Instructors identify the kind of video modeling that is appropriate for the learner (basic video modeling, video self-modeling, point-of-view modeling, video prompting) as well as the target behavior.
-For basic video modeling, teachers identify and prepare the model.
-For self-modeling, teachers prepare the learner with ASD (providing a script, role-playing, breaking the task down into steps, or modeling the desired behaviors).
-Sometimes, video can be recorded in real-time, and little preparation is necessary. Teachers record a good video in quality and accurately reflect the steps of the task analysis.
-Teachers edit the video and remove any errors.
-The video has to be edited to remove the mistakes, particularly for self-modeling.
-Teachers complete voice-overs, if necessary.
-Videos are recorded in good quality.
-Teachers edit the video and remove the errors and prompts or added cues.
-Teachers do voice-overs if necessary.
4. Showing the video
The learner has to watch the video a few times before expecting it to use the target skill. For video prompting, teachers stop the video after each step of the task analysis for the learner to give the target skill.
5. Tips and tricks for video modeling
Involve the learner in the making of the video. Many learners like to see themselves on the screen.
Make sure that the video focuses on the vocabulary you want to teach.
Make sure the video is engaging and motivating, especially if the student will be encouraged to self-select watching the video. Using toys and music can be useful.
Keep the videos short. Under a minute is usually good, but under 3 minutes for sure!
Create an easy way to select and access the videos for parents or the student him or herself. You can also upload the videos to YouTube, creating a playlist and bookmarking or copying a shortcut to the desktop.
Consider creating playlists where the video models are a "commercial break" between preferred other videos.
If you get good samples of effective communication by the student or aided language stimulation on video during sessions you can add these to the playlists as well.
According to discipline, I can say that "Fluent AAC" is one of the few apps which allows children to make use of the time spent in front of a screen for educational purposes. While the child is learning to communicate fast and efficiently, he also gets access to a stunning design.
The pictures in bright, vivid colors make it easier for the child to understand the words and keep them in mind. Due to this incredible design, the child will associate an action with the corresponding image. "Fluent AAC" is a way of interacting and recreating at the same time.