Video Modeling: Visual-Based Strategies to Help People on the Autism Spectrum - Softcover

Lockwood, Steve

Softcover

ISBN 10: 1941765580 ISBN 13: 9781941765586

Verlag: FUTURE HORIZONS INC, 2018

Inhaltsangabe

The key to helping your ASD child may be right in your pocket!

Help your child to learn new skills and overcome existing barriers quickly and independently, regardless of age or ability. Video modeling is an effective method of teaching that uses recorded videos and technology. With repetitive and consistent exposure to video models, success stories include:

• A child who would not brush his teeth
• A teenager being acclimated to a new work environment
• A four-year-old who has not developed proper play-skills
• A child who would not engage with her teachers in class

And so much more!

Learn how, using only your smartphone, to create educational and beneficial material to help learners with autism increase independence, facilitate learning, and improve quality of life.

Über diesen Titel

Über die Autorin bzw. den Autor

Steve Lockwood, a board-certified Behavior Analyst, has been working with learners with autism of all ages for over fifteen years. He is a Special Education teacher, has presented at numerous conferences including the Autism Society National Conference and ABA International Conference, and has been published in Autism-Asperger's Digest magazine. He also provides consultation to families regarding parent training and home support services.

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Video Modeling

Visual-Based Strategies Demonstrated to Help People on the Autism Spectrum

By Stephen Lockwood

Future Horizons, Inc.

Copyright © 2018 Stephen Lockwood
All rights reserved.

ISBN: 978-1-941765-58-6

Contents

Introduction, v, 
1. Peer Mediated Instruction, 1, 
2. Visual Support, 3, 
3. Picture Exchange Communication System, 5, 
4. Pivotal Response Training, 7, 
5. Computer Assisted Instruction, 9, 
6. Getting Started, 11, 
7. Building Independence, 21, 
8. Transitions, 25, 
9. Play Skills, 35, 
10. Social Skills, 39, 
11. Teaching Skills, 45, 
12. Vocational Skills, 51, 
13. Final Scene!, 57, 
References, 61, 
About the Author, 63, 

CHAPTER 1

Peer Mediated Instruction

Peer-mediated instruction is a strategy where peers of the target students are trained to provide the necessary tutoring in educational, behavioral, or social concerns (Chan et al. 2009). These peers are then able to mediate appropriate behavior by modeling it themselves, as well as prompting and reinforcing appropriate behavior when it occurs from the target student.

While I was teaching in a middle school, I worked with a general education colleague to construct a "Helping Hands" program. We assembled a group of neurotypical peers that volunteered to be "buddies" with our students. These peers participated in structured group discussions about the needs of our students and how they could best help them. Early activities included structured games in the gymnasium and art projects in our classroom as students began meeting and spending time with their buddies on a weekly basis. Later, our students began getting involved in after-school activities with their buddies, and the culminating activities included trips out into the community together.

CHAPTER 2

Visual Support

Visual support refers to the use of pictures (which may be actual photographs or pictures taken from magazines or the internet) as a cue to help a learner perform a skill more independently. This may come in the form of a visual schedule that shows a sequence of activities or the steps to an activity. Many learners with autism respond very positively to visual cues, which can help to make an otherwise abstract concept significantly more concrete.

CHAPTER 3

Picture Exchange Communication System

The Picture Exchange Communication System (PECS) is an augmentative communication that is designed to help nonverbal individuals communicate both functionally and effectively. It has also been shown to be effective in verbal students or in preschool settings. While the name may imply that it is only picture cards, a key component to using PECS effectively is that it is a communication system that goes beyond simply using picture cards to stimulate communication. A child is taught to exchange a picture of an item with a listener who will honor the request for the item in the picture. This is later expanded to convey requests or to express needs or emotions. PECS is child-initiated and is both easily understood and implemented, and can be individually tailored to be functional to the needs of a specific person. The portability of the system gives it a universal appeal (Ball 2008). PECS is also utilized in the software of augmentative devices, where the pictures can be touched and the device will speak the desired words.

CHAPTER 4

Pivotal Response Training

Pivotal Response Training (PRT) is an Applied Behavior Analysis (ABA)-based behavioral intervention that suggests two behaviors are "pivotal" to the acquisition of other behaviors, those two behaviors being motivation (reinforcement) and the ability to respond to multiple cues. Children are taught in naturalistic settings and components include child-choice, turn-taking, and the reinforcement of all attempts. It is used to target language skills, play skills, and social behavior, and is child-directed and uses reinforcement directly related to the task (Ball 2008).

CHAPTER 5

Computer Assisted Instruction

Computer-assisted instruction refers to situations in which an instruction is presented through a computer to a student, or the computer itself is a platform for an interactive learning environment. It uses a combination of text, graphics, sound, and video to enhance and facilitate the learning process, and it can be used to personalize instruction for learners with language limitations, physical limitations, or learning disabilities. For example, a screen-reading program may assist a learner whose sight is impaired, or an oversized keyboard may assist a learner with limited fine motor control.

However, the most effective strategy that I have encountered during my career is the utilization of video modeling. Video modeling is an instructional teaching technique that utilizes assistive technology and videos as the primary vehicle. It is a strategy that has applications regardless of ability or age. It has a growing research base and can be used to teach a variety of skills, including social skills, play skills, and more.

Video modeling typically has three core components:

1. Video recording the individual to be taught or someone else, or finding commercially made videos highlighting the behavior to be taught.

2. The video is used to teach the skills.

3. The individual is required to perform the skill.

Video modeling is by no means a new idea. Even in the 1980s, it was identified as a time-efficient and personnel-conserving teaching tool (Charlop and Milstein 1989). However, the technology available today makes this technique invaluable and essential in teaching going forward.

In this book, we will be discussing the process of developing, implementing, and assessing video modeling for learners with autism to increase independence, facilitate learning, and improve quality of life.

CHAPTER 6

Getting Started

Technology has come a long way from the days of video cassette players, when it may have been cumbersome to record a video and a necessity to have a television available to play it back. Nowadays, it is possible to record an impromptu video in a matter of seconds with a cell phone, and with these advances in technology comes new avenues and opportunities for teaching and training using video technology. With the immediacy and ease of video capture technology, there has never been a better time to incorporate video modeling throughout programming.

There is a plethora of resources available now to create a video for the purposes of video modeling, ranging from traditional hand-held camera, to a webcam, to a cell phone camera. While the portability and ease-of-access of a cell phone can make it convenient to create a quick video for immediate use, there are times when the crisper presentation of a traditionally filmed video will be more appropriate. The context of the situation will dictate what is best to use.

Similarly, it is important to consider the perspective that will be most beneficial for a video to take. While sometimes we will want to use a video from a third-person perspective (in which the viewer is watching a person complete the targeted behavior), there are situations where it will be most beneficial to show a first-person perspective — or a "mind's eye" perspective — in which the viewer is seeing precisely what they will be seeing out of their own eyes when they perform the desired behavior.

While working with students to increase their independence in job skills, we created a...

Details zur Ausgabe

• Verlag: FUTURE HORIZONS INC
• Erscheinungsdatum: 2018
• Sprache: Englisch
• ISBN 10: 1941765580
• ISBN 13: 9781941765586
• Einband: Taschenbuch
• Anzahl der Seiten: 40
• Kontakt zum Hersteller: Nicht verfügbar
• Verantwortliche Person: Nicht verfügbar