Video+Self-Modelling

Video modelling is a technique that involves demonstration of a desired behaviour through video representation of that behaviour. A video modelling intervention typically involves an individual watching a video demonstration and then imitating the behaviour of the model. **Video self-modelling (VSM)** is a specific application of video modelling that allows the individual to imitate a targeted behaviour by observing her- or himself successfully performing that behaviour (Dowrick, 1999, in Bellini & Akullian, 2007). Moreover, watching predominantly positive and/or successful behaviours of self, as opposed to negative and/or unsuccessful behaviours, is essential to effective modelling as it increases both attention and motivation to attend to the modelled behaviours (Dowrick, 1999, in Bellini & Akullian, 2007) and self-efficacy (Bandura, 1997, in Bellini & Akullian, 2007).

Research suggests that VSM has been shown to be an effective strategy across an extensive range of ages, behaviours and abilities.

VSM is a proven and effective method for teaching new or more advanced skills and behaviours to students with Autism Spectrum Disorder. Bellini & Akullian (2007) assert this is due to VSM integrating visually cued instruction (a powerful learning modality for people with ASD) with modelling (a positive behavioural support strategy). Sherer et al. (2001, in Bellini & Akullian, 2007) further note that VSM is most effective for students who enjoy watching themselves on video, and who demonstrate prior preference for visual learning, such as video viewing and the use of visual support strategies.

** Research indicates that VSM has been proven as an effective intervention strategy for teaching social skills, communication skills, self-monitoring and behavioural skills, and functional skills in students with ASD. Research has further supported the notion that skills learned via VSM generalise across difference settings and conditions, and that the positive gains made during the VSM intervention are maintained for months following the conclusion of the intervention (Dowrick, 1999, ** in Bellini & Akullian, 2007). This is particularly important for students with ASD who have difficulties transferring skills from one setting to another.
 * EXPECTED OUTCOMES FOR STUDENTS WITH ADDITIONAL NEEDS **

[|See Siskin Children's Institute: Breakthroughs in Autism (video)]

** Research also suggests that VSM can be applied with students with learning difficulties to improve their reading fluency, comprehension and motivation for reading ( ** Hitchcock, Prater, & Dowrick, 2004, in Skouge, Rao & Boisvert, 2007).

Sherer et al. (2001, in Shukla-Mehta, Miller and Callahan, 2010) suggest that VSM is an effective strategy for teaching a student with autism in an inclusive classroom because it reduces the attention and language demands on the student, it does not require intense social interaction with a teacher, and it presents information in a visual format, which may already be reinforcing to many students. Moreover, if watching videos is a highly desired activity for a student with ASD, using VSM could lead to increased motivation and attention to the modelled task. Bellini (2004, in Bellini & Akullian, 2007) also notes that some students with ASD may exhibit anxiety and distress related to social reactions, and this anxiety may significantly impact on their ability to attend to a learning task. VSM reduces social interaction, thereby reducing much of the related distress and anxiety.
 * IMPLEMENTATION IN AN INCLUSIVE CLASSROOM **

**REFERENCES **

Bellini, S., & Akullian, J. (2007). A Meta-Analysis of Video Modeling and Video Self-Modeling Interventions for Children and Adolescents With Autism Spectrum Disorders. //Exceptional Children//, 73(3), 264-287. Retrieved from EBSCO//host// on 27 July 2011.

Buggey, T., Hoomes, G., Sherberger, M., & Williams, S. (2011). Facilitating Social Initiations of Preschoolers With Autism Spectrum Disorders Using Video Self-Modeling. //Focus on Autism & Other Developmental Disabilities//, 26(1), 25-36. doi:10.1177/1088357609344430

Delano, M. E. (2009). Seeing is Believing: Video Self-Modeling for People with Autism and Other Developmental Disabilities. //Research & Practice for Persons with Severe Disabilities//, 34(3/4), 147-148. Retrieved from EBSCO//host// on 27 July 2011.

Scimarketing (2008, April 23). //Siskin Children’s Institute: Breakthroughs in Autism//. [Video file]. Retrieved from [].

Shukla-Mehta, S., Miller, T., & Callahan, K. J. (2010). Evaluating the Effectiveness of Video Instruction on Social and Communication Skills Training for Children With Autism Spectrum Disorders: A Review of the Literature. //Focus on Autism & Other Developmental Disabilities//, 25(1), 23-36. doi:10.1177/1088357609352901

<span style="color: #404040; font-family: Arial,Helvetica,sans-serif; font-size: 90%; line-height: 18pt; margin-left: 0cm;">Skouge, J., Rao, K., & Boisvert, P. (2007). Promoting Early Literacy for Diverse Learners Using Audio and Video Technology. //Early Childhood Education Journal//, 35(1), 5-11. doi:10.1007/s10643-007-0170-y