Video Modeling to Teach Leisure Skills

What is the practice?

Video modeling is a form of video response prompting. Response prompting is defined as stimuli that later function as extra cues and reminders for desired behavior (Cooper et al., 2007).

Video modeling includes watching recorded videos of oneself or others modeling ideal behavior (Bellini & Akullian, 2007). Video prompting is similar to video modeling in that it teaches a skill through video segments. In video prompting, students watch a segment, do the step in the task that segment showed, then watch another segment, and so on with feedback given at varying intervals depending on the needs of the students and the protocol being following (Hayes et al., 2015). This practice implemented teaching leisure skills using video modeling.

In the studies used to establish the evidence base for using video modeling to teach leisure skills, the videos were shown via:

• iPhone (Cannella-Malone et al., 2016)
• Apple MacBook Laptop (Lo et al., 2014)
• iPad (Kellems et al., 2018)

In the studies used to establish the evidence base for using video modeling to teach the following skills were taught:

Where has it been implemented?

• Classroom separate from other students

Where is the best place to find out how to do this practice?

Related Lesson Starters

• Video Modeling to Teach Leisure Skills: Putting Flowers in a Vase
• Video Modeling to Teach Leisure Skills: Putting Streamers on Wall
• Video Modeling to Teach Fine Motor Tasks: Gift Wrapping
• Video Modeling to Leisure Skills: Take a Silly Selfie
• Video Modeling to Leisure Skills: Shoot a Basketball
• Video Modeling to Leisure Skills: Fold an Origami Boat
• Video Modeling to Teach Leisure Skills: Hang up Party Sign
• Video Modeling to Teach Leisure Skills: Put Confetti on Table

• For Developing a Video Model:
  • Kellems, R. O., Mourra, K., Morgan, R. L., Riesen, T., Glasgow, M., & Huddleston, R. (2016). Video modeling and prompting in practice: Teaching cooking skills. Career Development and Transition for Exceptional Individuals, 39(3), 185-190. https://doi.org/10.1177/2165143416651718

References used to establish this evidence base:

• Cannella-Malone, H. I., Miller, O., Schaefer, J. M., Jimenez, E. D., Page, E. J., & Sabielny, L. M. (2016). Using video prompting to teach leisure skills to students with significant disabilities. Exceptional Children, 82(4), 463–478. https://doi.org/10.1177/0014402915598778
• Kellems, R. O., Rickard, T. H., Okray, D. A., Sauer-Sagiv, L., & Washburn, B. (2018). iPad® video prompting to teach young adults with disabilities independent living skills: A maintenance study. Career Development and Transition for Exceptional Individuals, 41(3), 175–184. https://doi.org/10.1177/2165143417719078
• Lo, Y., Burk, B., & Anderson, A. L. (2014). Using progressive video prompting to teach students with moderate intellectual disability to shoot a basketball. Education and Training in Autism and Developmental Disabilities, 49(3), 354–367.