Association for Behavior Analysis International

The Association for Behavior Analysis International® (ABAI) is a nonprofit membership organization with the mission to contribute to the well-being of society by developing, enhancing, and supporting the growth and vitality of the science of behavior analysis through research, education, and practice.


41st Annual Convention; San Antonio, TX; 2015

Event Details

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Symposium #470
CE Offered: BACB
Investigations of Video Modeling: Procedural Variations and Effects
Tuesday, May 26, 2015
11:00 AM–12:50 PM
204A (CC)
Area: CSE/AUT; Domain: Applied Research
Chair: Steven Woolf (Beacon ABA Services)
Discussant: Robert K. Ross (Beacon ABA Services)
CE Instructor: Robert K. Ross, Ed.D.
Abstract: The use of video modeling procedures is widely considered to be an evidence based practice. To date over 180 studies demonstrating positive outcomes of the use of video modeling procedures across a broad range of skills has been published in peer reviewed journals. However, despite all of the evidence of effectiveness of these procedures, little data have been published demonstrating differential outcomes of within treatment variations of basic video modeling procedures. This symposium presents three separate comparison studies that expand our knowledge of the effects of procedural variations of video modeling interventions. All three presentations clarify or identify previously unstudied phenomena and outcomes of variations of video modeling procedures.
Keyword(s): Video Modeling

Effects of Point of View and Scene Video Modeling on Imitation of Vocal and Motor Responses

KIMBERLY FLINT (Beacon ABA Services), Robert K. Ross (Beacon ABA Services)

Video modeling (VM) has been used to teach individuals with developmental disabilities and autism to complete various tasks such as play (Hine & Wolery, 2006), self-help (Shipley-Benamou, Lutzker, Taubman, 2002) leisure (Stromer, Kimball, Kinney, & Taylor, 2006) and academics (Charlop & Milstein, 1989). However, there are many variations of video modeling and little data on differences in skill acquisition from one form of modeling versus another. The purpose of this study was to compare the effects of the presentation of two common forms of video modeling (Point of View VM and Scene VM) on the imitation of vocal and motor responses depicted in the videos. In baseline, play items were presented to the participant and data were collected on vocal and motor responses for 60 seconds. In the treatment condition, participants viewed either the point of view VM or the scene VM of a play routine, then the play items were presented and again data were collected on the target responses. The results suggest that little difference in demonstration of motor responses were seen across video types, however imitation of vocal responses occurred more frequently in the point of view VM condition.

A Comparison of Video Modeling Procedures That Do and Do Not Depict Reinforcement Delivery
Marissa Murphy (Beacon ABA Services), Robert K. Ross (Beacon ABA Services), VICTORIA SADLER (Beacon ABA Services)
Abstract: Video modeling is considered an effective technique for teaching a wide range of skills to individuals with autism spectrum disorders (ASD). Video modeling is an instructional procedure which involves the participant viewing a video of a model engaging in the target behavior and then imitating the actions as seen. However, no studies to date have addressed whether or not depicting the model receiving reinforcement contingent upon engaging in the targeted response as part of the video being presented affects the rate at which the skill is acquired. The current study was designed to compare video modeling procedures that do and do not depict reinforcement delivery. An alternating treatments design was used. In one condition the participant was shown videos that depicted the model correctly performing the target behavior and receiving reinforcement. In the other condition the participant was shown videos that end immediately after the model performs the target behavior. Data suggests that there is little difference in rates of acquisition between the two treatment conditions.
Comparing the Effects of Video Model Content on Vocal and Motor Imitation
VICTORIA SADLER (Beacon ABA Services), Robert K. Ross (Beacon ABA Services)
Abstract: Video modeling has been shown to effectively teach pretend play to children with autism (Reagon, Higbee, & Endicott, 2006; MacDonald, Sacramone, Mansfield, Wiltz, & Ahearn, 2009). The purpose of the current study is to compare two types of video models to determine if one version more reliably produces vocal and motor responses across 10 children with autism. Participants were randomly assigned to one of the two video model conditions (Play scene video and Repetitive video). Participants assigned to the play condition viewed a video containing 6 motor actions and 6 vocal responses that all related to a train play theme (i.e., pushing the train on the track with the vocal “choo choo”). Participants assigned to the repetitive play condition viewed a video containing 2 motor actions repeated across 3 items (i.e., touching a train, a dog, then a tree) and a vocal response describing the motor action being preformed (i.e., “touch train”). Prior to and following video modeling experimenters measured participants’ motor and vocal responses during a 30-s session in which the participants engaged with the items depicted in the video model. The results indicate that acquisition of responses varied across participants

The Effects of Stimulus Presentation Mode on Rates of Acquisition of Receptive Identification by Function

Kristin Lamothe (Beacon ABA Services), Robert K. Ross (Beacon ABA Services), KIMBERLY FLINT (Beacon ABA Services)

The rapid pace of technological advances is resulting in an increasing availability of computer-based devices and software applications that can be used in teaching programs for individuals with developmental disabilities. Much research has focused on the use of the iPad and its benefits as a communication platform for individuals with autism spectrum disorders. To date, there are few empirical studies which focus on the iPad in the context of academic skills. There is also little research to suggest that learning in an iPad based format occurs at a faster rate than when using common instructional practices (i.e., flashcards). In the current study an alternating treatment design was used to compare the effects of the two different stimulus presentation modes (iPad vs. flashcards) to teach receptive identification by function. In one condition, the iPad was presented with an array of target stimuli in nine varying placements on the screen. In the second condition, flashcards were rotated in nine different placements on a black laminated sheet. The data indicate that the stimuli presented via the iPad were acquired more quickly than those presented via flashcards.




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