Why Video Teaching?
- Video Teaching, also commonly known as video modeling has been scientifically proven to be effective as an evidence based teaching practice.
- Video modeling is merely an extension of traditional modeling procedures using a more efficient, less distracting mode of delivery.
- Children are surrounded by video and visual stimulation. Capitalizing on this environment to utilize video as a teaching medium is a logical choice.
- Most children are naturally attracted to video. Studies have shown that children with PDD are visual learners and possess strength in visual processing.
Minshew, Goldstein & Siegel (1997)
- Video modeling and traditional modeling aim to teach a child to imitate. Video can be used to teach a vast array of skills through imitation including: language, motor skills, social skills, self help skills, behavioral skills and more.
- Inappropriate behavior replacement requires a great deal of practice for the behavior to be replaced. Video provides the skill repetition to meet this need.
- Cost effective - video provides repetition that traditional modeling procedures cannot do cost effectively.
Watching videos can help children with autism learn social skills
- BLOOMINGTON, Ind. -- Two new studies at Indiana University demonstrate that videos depicting exemplary behaviors can be effective in helping children and adolescents with autism spectrum disorders develop social skills and daily living skills.
Results from the meta-analysis indicate that both video modeling and VSM meet the Council for Exceptional Children's criteria for evidence-based practices. Improvements were most evident in the area of functional skills, followed by social-communication skills and behavioral functioning.
Video modeling is a method of teaching in which a student learns by watching a model on a video tape by demonstrating the targeted skill.
By minimizing attentional requirements, requiring the child only to look at a small spatial area (a television monitor), and to hear only the minimum necessary language, children are more able to direct their focus to relevant stimuli (Sherer et al., 2001). This procedure can increase independence by reducing the need for the presence of a skilled adult to promote learning. In addition, motivation may be enhanced because video viewing is a low-demand activity found in most children's homes and appears to be naturally reinforcing to children.
Teaching daily living skills to children with autism through instructional video modeling.