Variations on Use of a Video

Children are all different and require different levels of teaching

If you have children in your class who need more or need less instruction than others, you can break the children into groups and provide one on one instruction, group instruction and an independent group navigating the video without intervention.

Teacher/Child One-on-One Learning Time

After identifying the appropriate skills for the child, play that part of the video. The teacher stops the video at the appropriate place and then proceeds to teach the skill, reviewing the video as necessary and desired. The teacher can imitate the skill, prompt the child to imitate, guide the child, etc... The adult determines which, if any, additional teaching tools (e.g., interactive games, flashcards) should be used and implements accordingly. Repeated viewing is an important element in the success of video-modeling methods.

Group Video Modeling Instruction

Playing the video for a group of children is also a positive exercise, which presents an additional opportunity for social interaction.  Not surprisingly, the emphasis that Watch Me Learn® places on fun, true-to-life play engages all children. Try it! Children and teacher imitate together and learn the skill and other skills from the video.

Stand-alone Child Viewing Activity

Allow the child to watch the video alone or with a peer, without direct teacher intervention. Repeated viewing is an important element in the success of video-modeling methods. This is a great time for them to imitate together and learn social skills and practice them with each other.

Repeated Viewing of Short Video Clips

Based on the student’s abilities, the teacher may also choose to use short clips of the learning video, playing and pausing the video as needed, to adapt the teaching approach.

Employing Basic Strategies for Success

As they interact with youngsters they are treating, child caregivers should be aware of their own behaviors. There are a number of simple strategies you can implement to enhance learning. By outlining these strategies, we are giving you techniques that are consistent with principles and techniques of ABA , Applied Behavioral Analysis, one of the most effective methods for children with autism and other developmental delays.

Don’t worry—you don’t have to be an ABA expert to apply these techniques.  Any caring, observant, and consistent adult can learn these basic strategies for helping children learn.

Examples:  Various Modifications to Viewing and Reviewing Short Clips

  • Use the video to ask a question or give a directive, basically creating a role play between the child and the video. The teacher stops the video and allows the child to answer or demonstrate the directive. Once the child attempts an answer or skill, the teacher presses play and allows the child to view the answer/demonstration, as a reward or reinforcement.
  • Use the video as a prompt or model of a skill. Show the skill demonstrated in the video and then ask the child to repeat the same thing. You can vary this directive e.g., “do the same”, “do what he is doing”, “ask a question”.
  • Use the video to teach basic imitation skills.  The teacher states, “Do this” and then shows the video. The correct response is when the child imitates the skill. Reinforce for appropriate behavior. In a teaching environment, the adult may have the child watch a successfully demonstrated skill exclusively as a reward.
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