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Everyday Communication and Cognition Technologies
Published in Christopher M. Hayre, Dave J. Muller, Marcia J. Scherer, Everyday Technologies in Healthcare, 2019
Jerry K. Hoepner, Thomas W. Sather
In the realm of communication and cognition, video modelling (also known as interpersonal process recall (Youse & Coelho, 2009) or self-coaching (Ylvisaker, 2006) or simply video review). Video modelling can be used by reviewing videos of self or others. Video self-modelling (VSM) capitalizes on the tangible support of directly reviewing one’s own actions, followed by guided debriefing regarding successes and challenges. The support of video evidence is crucial, as retrospective negativity bias and memory compromise accuracy with delayed recall (Fiske, 1980; Hoepner & Turkstra, 2013; Matt, Vázquez & Campbell, 1992). Some VSM capitalizes exclusively on positive moments (what went well), so as to provide a successful model to self on how to complete an action, such as how to share information efficiently (Buggey & Ogle, 2012; Buggey, 2007). This approach is true to the original tenants of VSM (Creer & Miklich, 1970). Others use VSM more holistically, capitalizing on both successful moments and opportunities for improvement, with an emphasis on increasing those successful actions (Baker, Lang & O’Reilly, 2009; Cream et al., 2010; Lang et al., 2009; Hoepner & Olson, 2018; Hoepner, 2016; Ortiz, Burlingame, Onuegbulem, Yoshikawa & Rojas, 2012; Prater, Carter, Hitchcock & Ravneberg, 2012). The advent of smart technologies makes collecting and reviewing videos accessible and potentially immediate. VSM has been used to address social skills (Lang et al., 2009), second language acquisition (Ortiz, 2012), speech fluency (Cream et al., 2010), emotional and behavioural disorders (Baker et al., 2009), partner training (Hoepner & Olson, 2018; Magill-Evans, Harrison, Benzies, Gierl & Kimak, 2007; Meharg & Lipsker, 1992) and self-regulation (Hoepner & Olson, 2018; McGraw-Hunter, Faw & Davis, 2006). Video other-modelling may be used to meet the objective of learning from positive models when self-models are inadequate or the person reacts negatively to reviewing their own models. This approach has been examined in the context of partner training (Hoepner, Sell & Kooiman, 2015; Lock, Wilkinson, Bryan, Maxim, Edmundson, Bruce & Moir, 2001; Orange & Colton-Hudson, 1998; Wilkinson, Bryan, Lock & Sage, 2010).
A scoping review of the playground experiences of children with AAC needs*
Published in Augmentative and Alternative Communication, 2022
Michelle C. S. Therrien, Andrea Barton-Hulsey, Sandy Wong
Many of the intervention studies focused on increasing engagement and communication on the playground as a direct result of intervention. The results from some of these studies, as well as examples from several descriptive studies, were captured in the theme Increasing Engagement or Communication with Support. Buggey et al. (2011) implemented a video self-modeling intervention, and noted how one of the participants, Helen, “… had an upswing in initiations after she began to watch her video, including reaching out and taking the hand of a peer” (p. 34). After Hall and Smith (1996) implemented their social skills program, they reported “Increases in verbal interaction were recorded during the first playground observation following the initial social skills session for Sam, Allen, and Jack" (p. 324), and Jack was one of the participants identified as having limited natural speech.
Effectiveness of video-based modelling to facilitate conversational turn taking of adolescents with autism spectrum disorder who use AAC
Published in Augmentative and Alternative Communication, 2018
Abirami Thirumanickam, Parimala Raghavendra, Julie M. McMillan, Willem van Steenbrugge
Video self-modelling (VSM). VSM had variable effects for the four participants. The packaged VSM intervention showed a large effect (IRD = 0.84) and the results were statistically significant (p < 0.001) for Sam. Lily’s conversational behaviors did not change. There was a fluctuating trend in Dan’s performance following the introduction of the packaged VSM intervention, which demonstrated very large effects on Pete’s performance – IRD = 1.00 [0.55, 1.00] – because there was no overlap between his performance in conversation behavior during baseline versus intervention (see Figure 2). The results were statistically significant (p < 0.001) (see Table 4). Table 4 displays the effect size for both independent and prompted conversation behaviors during the VSM intervention for Scripts 1 and 2.
Enhancing conflict negotiation strategies of adolescents with autism spectrum disorder using video modeling
Published in Assistive Technology, 2018
M. Hochhauser, P. L. Weiss, E. Gal
Video modeling is a technique that involves demonstration of desired behaviors through video representation of the behavior. A video modeling intervention typically involves an individual watching a video demonstration and then imitating the modeled behavior (Dowrick, 2000). This is supported by Bandura’s theory of modeling (Bandura, 1986; Bandura & McClelland, 1977), which demonstrated that human behavior is primarily learned by observing and modeling others—providing opportunities from which one may generalize to new experiences. According to Bandura (1986), children are most likely to attend to a model that they perceive as competent, and that is similar to themselves in some way (e.g., physical characteristics, age, group affiliation, ethnicity). Video modeling can be used with peers, siblings, adults, or one’s self; in which case, it is referred to as video self-modeling, a specific application of video modeling that enables an individual to imitate targeted behaviors by observing one’s self successfully performing an adaptive behavior (Dowrick, 2000).