Evaluating+the+Effectiveness+of+Video+Instruction+outline

1: Video modeling(VM), in which the children watch peers or adults in the course of their instruction 2: Video Self Modeling (VSM) In which the children watch a video of themselves performing quality behavior and are shown only positive examples of their actions. 3: Point of View Modeling (PVM) is a method in which the camera is positioned at the vantage point of the children and carries out a task properly from the perspective of the target.
 * This article was about the use of video instruction as a method of intervention for use as a tool with children with Autism Spectrum Disorders.
 * It was comprised of three areas of study:

1: Positive self review, which focuses on showing a child his or her positive behavior 2: Feed forwards intervention, where a child is shown successfully demonstrating skills that are above their current capability.
 * The researchers looked at 26 peer reviewed studies comprising of the various methods.
 * 20 of the studies involved VM, 4 involved VSM, and 2 involved PVM.
 * In four cases of VM, just instructional intervention was used without reinforcement and three studies still showed a positive effect.
 * In other studies of VM, multi element intervention was used, in which additional components were added upon VM alone being insufficient. These additional elements include tangible or verbal reinforcement.
 * Researchers looked to compare the effectiveness of VM against “in-vivo” training, in which a therapist would model the correct response following and error with three demonstrations. In one study, it was found that VM was more effective than “in vivo” methodology, as the child was more receptive to visual stimuli.
 * In VMS interventions, there are two focuses.
 * In the four studies which VSM was used without reinforcement, its effectiveness was not certain. It had short term positive effects for all of the studies, but compliance decreased over time for one of the studies.
 * PVM was studied only two times, but in both cases the 5 children studied displayed a decrease in problem behaviors. Further research is necessary to determine how successfully these effects can be replicated.


 * The study found that VM is most effective when used with reinforcement, and that it is necessary to evaluate each child’s skills and limitations in respect to the intervention.
 * The researchers found that children who were able to watch the video for at least one minute unhampered were more likely to benefit, than distracted children. The best length of time was found to be three to five minutes of video per session.
 * The type of model, peer, adult, or self was irrelevant.