Using Video to Teach Social Skills

Video Modeling
What is Video Modeling?

Modeling is an instructional technique frequently used to teach children, in which the therapist or teacher models the target skill or behavior, which the learner is to imitate.

Video modeling is an instructional technique that helps children acquire new skills by viewing, from videotape, behavior that was performed by another individual, and then imitating that behavior.

Video modeling can be used to teach specific skills, play sequences, social interactions and perspective taking.

This instructional approach involves:

·    Writing a script that targets the skill or behavior you want to teach.

·    Videotaping another child or adult performing the desired skill or social behavior that is to be taught.

·    Showing the videotape repeatedly to the child attempting to acquire the skill or social behavior.

·    Having the child practice the skill using the same materials, along with the same verbal and motor responses.  For social interactions the child should review and role-play both the verbal and non-verbal clues such as body language and facial expression, tone of voice, and situational content to help them learn how to “guess” what the other person in the social interaction may be thinking and feeling.

Why use video?

·    Most children are often highly interested, motivated and thus attentive to videos. This is particularly true of children with autism spectrum disorders.

·    Studies have shown that video modeling is an efficient and effective technique that results in generalization of the skills learned.

·    The taped segments can be made by the parent, therapist, teacher, or professionally made ones can be purchased.

·    Video modeling gives the child the opportunity to observe, imitate and learn the skills and behaviors of their typically developing peers. 

·    Research has found that many children with autism process visual information more effectively than auditory information.  Using video modeling to teach children with autism taps into their strongest processing modality. “Many people with autism are visual thinkers. I think in pictures. I do not think in language. All my thoughts are like videotapes running in my imagination. Pictures are my first language, and words are my second language.”  Teaching Tips for Children and Adults with Autism, Temple Grandin, Ph.D.

·        Many children with ASD enjoy watching the same video over and over again. Video modeling tapes can motivate the child to repeatedly review the information.  This repeated exposure and practice helps the child to acquire the new skill.

·        Children can view, learn and practice skills needed to participate in the community in a controlled environment before trying them out in the “real world”.  This saves time and can reduce anxiety for the child with ASD.

·        Children can view actual footage of social behaviors expected in specific settings to prepare them for that setting.

·        Children can imitate behavior, language and motor skills from appropriate models.

·        Children can acquire both verbal and motor responses for play sequences

·        Children can learn perspective-taking skills through “what they’re thinking”, insight windows.

·        Children can view the video modeling tapes in school, social skills classes, individualized programs or in the home.

·        Children can stop the tape to analyze, discuss and role play different parts of complex social interactions.

·        Children can discuss and model the actions and reactions of the people in the tape.

·        Children can capture changes in behavior in both individuals and groups during a social gathering.

·        Children are exposed to consistent delivery of appropriate behavioral and social responses by skilled models.

·        Children get to repeatedly see, hear, and review the intricacies of social interactions.  It helps them learn to pay attention to multiple cues.

·        Children can be introduced to a noisy, stimulating environment.

How do I make my own tape?

·        It’s usually best to write a script to target a specific skill set.

·        To teach play or daily living skills film the peer or adult performing the task, in the typical environment in which it usually takes place.

·        To teach social skills record actual social and play interactions or have peers or adults act them out.

·        Make tapes easy and enjoyable to watch by shooting steady footage and when needed editing the piece so the student will be motivated to watch it many times.

·        Video taped segments can be made in many areas in which the child might be experiencing difficulties.

For more extensive information on how to make video modeling tapes:

VIDEO MODELING: A Visual Teaching Method for Children with Autism, A Guide for Parents and Educators (2nd Edition) By Liisa Neumann www.ideasaboutautism.com/video.html

“In this guide, you will find over one hundred tips on how to make instructional videos for the child with autism in your life.”

Other uses for video technology  

Video coaching – group discussions

·        A class or group of children view taped social scenarios together and then with a supervising adult discuss the situations viewed and give other personal examples or tips specific to the social situation viewed.

·        A class or group of children view a taped social scenario that is done incorrectly and then view the same scenario done correctly.  An adult leads the discussion to identify what change in behaviors lead to the better outcome.

Video preparation and review

·        Children can watch videos to preview or review how to behave at specific social events or in specific settings.

·        Children can review and narrate outings shot on video to increase expressive language.

Video Assessment

·        Watching a child who has been video taped can help the parent or teacher evaluate a child’s strengths and needs.

·        Children watching themselves in videotaped interactions can analyze their non-verbal and verbal communication skills during interactions. to increase their self-awareness and self-monitoring

·        Analyzing taped interactions of a teaching session can give feedback to the teacher or therapist on how best to meet the needs of the child. Did I give clear directions?  Did I give the student enough time to respond?  This can help them improve the way they teach.

·        Periodically videotaping the child can help to document the progress that they are making.