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 used video modeling to teach use of an ipad or iphone.
In the studies used to establish the evidence base for using video modeling to teach use of an ipad or iphone, the videos were shown via:
- Desktop computer (Bassette et al., 2018; Hammond et al., 2010)
- Macbook Pro Laptop Computer (Walser et al., 2012)
In the studies used to establish the evidence base for using video modeling to teach use of iPad or iPhone, the following skills were taught:
- Sending a photo of location to a trusted adult when lost (Bassette et al., 2018)
- Accessing videos, music, and photos (Hammond et al., 2010)
- Taking and viewing a photo (Walser et al., 2012)
Where has it been implemented?
- School environment (2 studies)
- School and community settings (1 study)
Where is the best place to find out how to do this practice?
The best place to find out how to use video modeling to teach home maintenance skills is through the following lesson starters. Learn how to develop a video model by reading Kellems et al. (2016).
Related Lesson Starters
- 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:
- Bassette, L. A., Taber-Doughty, T., Gama, R. I., Alberto, P., Yakubova, G., & Cihak, D. (2018). The use of cell phones to address safety skills for students with a moderate ID in community-based settings. Focus on Autism and Other Developmental Disabilities, 33(2), 100–110. https://doi.org/10.1177/1088357616667590
- Hammond, D. L., Whatley, A. D., Ayres, K. M., & Gast, D. L. (2010). Effectiveness of video modeling to teach iPod use to students with moderate intellectual disabilities. Education and Training in Autism and Developmental Disabilities, 45(4), 525–538. http://www.jstor.org/stable/23879758
- Walser, K., Ayres, K., & Foote, E. (2012). Effects of a video model to teach students with moderate intellectual disability to use key features of an iPhone. Education and Training in Autism and Developmental Disabilities, 47(3), 319–331. http://www.jstor.org/stable/23879968
