User:AmariHau/Video modeling

Lead
Video Modeling is an evidence-based practice that uses video recording to present the learner with a skill to observe and learn.

Article body
Video modeling (VM) is a mode of teaching that uses video recording and display equipment to provide a visual model of the targeted behaviors or skill. In video self-modeling (VSM), individuals observe themselves performing a behavior successfully on video, and then imitate the targeted behavior. Video modeling has been used to teach many skills, including social skills, communication, and athletic performance; it has shown promise as an intervention for children with autism spectrum disorders (ASD). Important practical and theoretical questions remain largely unanswered about video modeling and other forms of video-based intervention. Video modeling has theoretical roots in the social learning theory work of Bandura (1969), which called attention to the ability to learn through observation (McCoy, K., & Hermansen, E. (2007).

How to create a video model:


 * 1) Identify the desired behavior or skill that you want to teach.
 * 2) Select actor(s) who can demonstrate the behavior or skill.
 * 3) Record a video of actor(s) demonstrating the behavior or skill.
 * 4) Play the video for the desired group of individual to learn the behavior or skill.

Classification[edit]
Video modeling is a form of video-based intervention (VBI); other forms include video prompting, computer-based video instruction, and video priming. Several dimensions of effectiveness have been identified for VBI, but important questions regarding VBI remain largely unanswered, both practically and theoretically. The term was developed by filmmaker James Stanfield in 1999 for a "series of video tapes that teach appropriate social behavior to special education students, by use of professional actors and actresses who demonstrate appropriate behavior (wrong way/right way)".

The National Clearinghouse on Autism Evidence and Practice describes:

Video modeling as an evidence based practice (EBP). The effectiveness of video modeling is higher with elementary school children, age range of 6-11. This EBP has success with ages from toddlers to young adults ranging in effectiveness. There are several types of video modeling, including adult or peer as video model, video self-modeling, point-of-view video modeling, video prompting, and video feedback.Video modeling has provides an opportunity to the learner to watch a recording of the target behavior or skill then practice when provided the chance.