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Video Self Modeling (VSM) is an intervention being introduced with our students in the Social Skills program. Research has proven VSM to be an effective intervention for children with autism. The goal of VSM is to capture a child displaying a skill correctly and receiving praise. The child then views the videos in preparation for completing the tasks or skills independently. These videos can be created and used in many different ways. Collaboration with the family to determine the child’s needs is essential when planning to create a video.

Video Self Modeling is based on the knowledge that children learn best from models most like themselves. Watching another child of the same age and gender modeling a skill is an effective intervention. A child watching themselves engage in a targeted behavior can be more effective. Video Self Modeling is also built upon a child’s need to be successful. A child watching him- or herself complete a task successfully and receive praise can build self-confidence and increase the desire to try new things!

To create the video, raw footage is collected, and often edited, to display the targeted skills or tasks. There are two ways to do this. The first method is intended to capture a skill that the child can typically demonstrate independently, but might not do so consistently or fluently. The child is recorded completing the task or skill on his or her own. The videos are then used to build self-assurance in the skill and increase fluency or consistency. This method is called Positive Self Review. The child is reviewing something positive that they can do.

The second method of creating a video is intended to display a skill that the child cannot yet demonstrate independently. The child is recorded completing the task or skill with prompting. Typically, a familiar adult (parent or therapist) provides verbal prompting, or step-by-step instructions, on how to complete the task or skill. Then, the verbal prompts are edited out and the final product is a video of the child completing the task independently. This is called Video Feed Forward.

Social Skills staff are excited to be using this research-based intervention with our clients and families!

For more information on Video Self Modeling, please see the following resources:

A power point on VSM by the Siskin Children’s Institute: http://www.siskin.org/downloads/vsm_scipresentation.pdf

An article by Dr. Tom Buggey and others on VSM and autism: http://foa.sagepub.com/content/26/1/25

~ Josey Jones, MSW

 

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Last post we focused on teaching imitation skills. Now it’s time to assess and teach interactive play skills. Does your child independently engage in turn taking with the absence of problem behaviors? Is your child attending to the person whose turn it is? Is your child a “good sport?” If you answered no to any of these questions, and your child is ready, it may be time to teach these skills.

Turn taking is an important skill to have if your child is going to be successful when playing with other peers. There are two different types of turn taking that your child may need programming to address. These include taking turns during a game and with a toy. Some of our students have a difficult time letting others play with their toys. This can result in difficult behaviors if they have not learned to share and deal with another child getting a turn. You might start teaching this skill in a 1:1 setting with a preferred toy. Starting with their “favorite” toy might not be the best idea. Let the learner have the toy and say “your turn,” after a minute or two take the toy and say “my turn.” Start with short increments of time and systematically increase.  It is also important to work with your child on taking turns during a game. Start with a simple game that your learner has the skills to complete. Once they are taking turns independently and playing the game for about 10 minutes, it’s time to make sure they are attending to the other individual playing with them. If they are not attending implement programming for this skill. This may be a more difficult skill that requires other prerequisite skills. At this point if the learner is not attending you may want to brainstorm with your consultant about additional programming.

Consider using visuals when teaching turn taking.

Other Strategies to Consider:

  1. Token system
  2. Video Modeling
  3. Role Playing

Finally, is the learner a “good sport” when playing a game? Some of our learners have a difficult time if they lose a game or it does not go as they planned. It is not practical for them to win all of the time. Once they can take turns and play the game now it is time to make sure they can “lose well.” One great way to do this is reinforce your child for congratulating the winner of the game. If you would like to get these programs in place talk with your consultant about where to start and what will work best for your child.

 

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