Treatment integrity has recently received increased attention in behavior analytic research. As more individuals with intellectual disabilities live in integrated, community group home settings, it is increasingly important that direct support staff are well trained to implement behavioral interventions, including skill acquisition programs. However, given the typically low supervisor-staff ratios and lack of prior training for most residential staff, providing the adequate intensity of training to teach sophisticated behavior skills is challenging. These studies investigated the effects of watching a video model and completing a brief quiz on staff’s ability to implement Phases I (study 1) and II (study 2) of the Picture Exchange Communication System (PECS) in group homes for adults with intellectual disabilities. Moreover, the effects of this staff training on clients’ correct use of PECS was also evaluated. Each study used a nonconcurrent multiplebaseline design across participants to evaluate the effects of the intervention procedures. In study 1, all four primary staff participants increased the percentage of correctly implemented Phase I steps after viewing the video model and completing the quiz. In addition, one of the primary staff participants generalized the skills to a second client participant. Likewise, secondary staff participants also demonstrated improvement after the intervention and clients demonstrated an increase in correct picture exchanges. In study 2, all three staff participants increased the percentage of correctly implemented Phase II steps after viewing the video model and taking the quiz and these effects maintained over time.

A significant percentage of US students are not reaching expected proficiency on mathematics content. As a response, educators have been urged to use more evidence-based practices; however, due to the lack of readily available strategies, these efforts have been thwarted. In related fields, video modeling (VM) has been successful in teaching behavioral skills through edited video clips that allow target populations to observe models successfully performing featured tasks. Stemming from Bandura's social learning theory, the intent of VM is to increase the frequency of the modeled behavior through observational learning. Despite the many studies that have shown success with VM, it continues to be overlooked in education because of the lack of support surrounding its ability to teach educational content and the related technology components. The purpose of this research project was to use a single subject multiple baseline design to examine the impact of VM on the math achievement of students. The sample included 3 students, ages 16-17, and used visual analysis, percentage of nonoverlapping data points (PND), and effect sizes (ES) to analyze the results and identify significance in the outcomes. Results of the study revealed that VM had a significant impact on 1 participant after treatment and on 2 participants after maintenance. Social validity was measured through modified behavior intervention rating scales, which demonstrated that while the teacher participant did not find the treatment to be acceptable, all of the student participants did. Contribution to social change was established within this study by analyzing an effective technology-based strategy that can be used to both increase math achievement among US students and assist them to become contributing and competitive professionals in society.

Difficulty with many aspects of social interactions is a defining characteristic of Autism Spectrum Disorder (ASD). Video modeling (VM) has successfully improved a range of social skills for individuals with ASD in previous studies, but most often with simple social skills with young children. The current study used VMs scripted and recorded by peers to improve complex conversation and social gestures by a young adult with ASD. A multiple-probe, across-behaviors design found mixed evidence of experimental control of VM on the social behaviors of the individual with ASD, although all behaviors increased from baseline and generalized to other settings and conversants. Peer comparison data from the conversation partner suggest that the VM may have served to prompt the peer to guide and extend conversation as modeled in the VMs and that the conversation skills of the peer also improved throughout the study. Implications of the important role peers may play to enhance VM and improve social skills are explored.

Within the disabilities community, individuals with an Autism Spectrum Disorder (ASD) diagnosis consistently have some of the most detrimental employment related statistics. To address this issue, this study evaluated video modeling, an evidence-based procedure, in teaching professional emailing skills to individuals diagnosed with ASD when applying for a job. Results of the study support video modeling research as an effective teaching tool. Significant skill acquisition, in composing a professional email, occurred across all participants. Seventy-five percent of participants concluded the study at mastery level. Implications of this study are immediately impactful on the ASD community as a new evidence-based transition tool can be made readily available. If individuals use this tool to acquire the professional emailing skill, then it will add to their job-seeking skillset and may increase their likelihood of achieving gainful employment. Keywords: autism, employment, transition, video modeling, professional emailing

Evidence suggests that the Promoting the Emergence of Advanced Knowledge Relational Training System (PEAK) is an effective method of providing verbal behavior training to individuals with developmental disabilities, and previous research indicates that BST can be used to train staff in its implementation. Video modeling is a modification to BST that can decrease the amount of resources necessary to provide instruction without limiting the effectiveness of the training. This study evaluated the effectiveness of using video modeling for teaching direct care staff how to implement the Promoting the Emergence of Advanced Knowledge Relational Training System (PEAK) using a multiple baseline across participants design. All participants showed improvement in PEAK implementation with video modeling treatment; one required the addition of a checklist to achieve mastery. Implications for further research are discussed.

Social communication deficits have been identified as one of the core features of autism spectrum disorder (ASD). Previous studies have shown that video modeling is an effective intervention for improving social communication in children with ASD. The purpose of this project is to provide an accessible resource for speech-language pathologists (SLPs) seeking to implement video modeling interventions for children with ASD, drawing upon empirical research to inform recommended procedures for SLPs. This guidebook provides step-by-step procedures for implementing video modeling intervention, including selection of target behaviors and video models, video production, techniques for implementing interventions, and methods of measuring progress. Associated intervention strategies are also discussed. Additional resources are provided to support SLPs in implementing video modeling interventions, including data collection forms, sample scripts, and sample lesson plans. This project also includes examples of videos created using children and adults as models. As video modeling appears to be an effective approach for ameliorating social communication deficits in children with ASD, SLPs may benefit from a practical guide for implementing video modeling interventions in a variety of settings. / text

Children with autism exhibit deficits in joint attention initiations, which are crucial to development of language and social skills (Bakeman & Adamson, 1984; Rollins, Wambacq, Mathews, & Reese, 1998; Whalen, Schreibman, & Ingersoll, 2006). Showing an object to a communication partner is an example of a joint attention initiation. A systematic synthesis of interventions targeting joint attention initiations was conducted to guide the development of an intervention for teaching showing behavior. In this study, a video modeling intervention was implemented with four young children with autism. Sessions were conducted during play sessions with the researcher in each participant’s typical therapy context. Following a prescribed baseline, the video modeling intervention was implemented. The video provided a model of an individual showing a toy to a communication partner with narration explaining the four components of the showing behavior: gaining the partner’s attention, making eye contact, extending the toy toward the partner, and commenting on the toy. Following the first four intervention sessions, verbal feedback and practice was added with the video model. The effects of this intervention on accuracy (percentage of components completed) and frequency of showing behavior and generalization to a small group setting with peers were evaluated using a multiple baseline across design across participants. Results indicate that accuracy and frequency of showing behavior increased when the video modeling intervention was implemented. The acquisition, performance, and generalization of showing behavior in relation to the video modeling intervention are discussed. Implications for teaching joint attention initiations and directions for future research are presented. / text

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We are living in an era of growing technology. Therefore, technology is making its way into classrooms around the nation. A type of technology that is growing in popularity is video modeling. However, there is limited research in the area of effective use of video modeling used in classrooms, especially inclusive early childhood classrooms. Additionally, when the use of technology is investigated it is primarily researched with a certain population of students, specifically students with autism. This study examined the effectiveness of using video modeling to teach social maintenance skills to three preschool children with developmental delays within a preschool classroom. A multiple probe across participants design was used to determine the effects of video modeling on social maintenance skills. Results showed that the three student participants reached criterion on their social maintenance objectives. Results indicated all three children maintained and generalized the skill as well.

Social communication deficits have been identified as one of the core features of autism spectrum disorder (ASD). Previous studies have shown that video modeling is an effective intervention for improving social communication in children with ASD. The purpose of this project is to provide an accessible resource for speech-language pathologists (SLPs) seeking to implement video modeling interventions for children with ASD, drawing upon empirical research to inform recommended procedures for SLPs. This guidebook provides step-by-step procedures for implementing video modeling intervention, including selection of target behaviors and video models, video production, techniques for implementing interventions, and methods of measuring progress. Associated intervention strategies are also discussed. Additional resources are provided to support SLPs in implementing video modeling interventions, including data collection forms, sample scripts, and sample lesson plans. This project also includes examples of videos created using children and adults as models. As video modeling appears to be an effective approach for ameliorating social communication deficits in children with ASD, SLPs may benefit from a practical guide for implementing video modeling interventions in a variety of settings.