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Using Video Modeling as a Therapeutic Tool

presented by Tom Buggey

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Disclosure Statement:

Financial: Tom Buggey receives compensation from MedBridge for this course. There is no financial interest beyond the production of this course.

Non-Financial: Tom Buggey has no non-financial interests or relationships with MedBridge.

Satisfactory completion requirements: All disciplines must complete learning assessments to be awarded credit, no minimum score required unless otherwise specified within the course.

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What is the best way to teach people who have difficulty picturing their futures, have lost hope of succeeding, or have severe attention problems like some people with autism and ADHD? Whether it be in rehabilitation, teaching new skills, or modifying behaviors, video modeling has emerged as a research-based method that has been effective for all the issues listed above. The success of video-based instruction for persons with autism has proven to be especially exciting due to the small range of methods known to impact this population. In this course the participant will learn how to use 2 methods of video modeling that can help overcome problems of confidence and learned helplessness, and improve attention to the model or instructor. This course will deal with peer and point-of-view modeling as well as ideas for planning and filming. In another course in this series we will explore the area of Self-modeling where the child becomes both model and viewer. People who complete the course will learn research-based methods to reach people who need extra encouragement or present special challenges in learning.

Meet Your Instructor

Tom Buggey, PhD

Dr. Buggey worked in the field of special education as a teacher and supervisor in the US and Canada prior to receiving his PhD in Early Intervention from Penn State University in 1993. He then spent 14 years as a professor at The University of Memphis. While in Memphis he was the primary investigator on…

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Chapters & Learning Objectives

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1. Background and Basic Modeling

Modeling has been part of the instructional repertoire of animals long before humans were around. As humans we use modeling at all levels of instruction from potty training to nuclear physics. This basic form of instruction becomes problematic for children with autism. They often have difficulty attending to in-vivo models such as teachers, therapists, and parents. The actual process of attending can be very uncomfortable for these kids. Luckily, problems in attending do not present when a model appears on screen.

2. Becoming a Videographer: From Planning to Finished Product

This chapter will cover the creation of video modeling movies for use with persons with autism and other developmental disabilities. Although VM can be used by anyone, including world-class athletes, it is finding a special therapeutic niche with use for persons with autism, language impairments, and social/emotional challenges. VM usually requires editing skills in order to show only positive behaviors. This is a critical aspect of all forms of video modeling.

3. Peer/Adult Modeling

As early as preschool the primary models for children begin to transition from parents to peers. This chapter will focus on video peer-modeling. The chapter will begin with definitions and talk about advantages and weaknesses of PM. We will look at a case study, film and edit an example, and discuss the creation of the movie. Variations of PM will be presented.

4. Point of View Modeling

This chapter will cover the creation of point-of-view movies for use with persons with autism and other developmental disabilities. Although POVM can be used by anyone, it is finding a special therapeutic niche with use for persons with autism and cognitive disabilities. POVM will be explained using examples and photos.

5. Is it Working? Evaluating Success

No intervention should be carried out with an individual without provisions for determining how well it is, or is not, working. This chapter will cover evaluation and data collection techniques related to video modeling. There will be a focus on collecting data through tallying and timing and, when appropriate, combining these to find a measure of fluency. Graphing results will also be discussed.

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