The studies on content-based video indexing and retrieval aim at accessing video content from different aspects more efficiently and effectively. Most of the studies have concentrated on the visual component of video content in modeling and retrieving the video content. Beside visual component, much valuable information is also carried in other media components, such as superimposed text, closed captions, audio, and speech that accompany the pictorial component. In this study, semantic content of video is modeled using visual, auditory, and textual components. In the visual domain, visual events, visual objects, and spatial characteristics of visual objects are extracted. In the auditory domain, auditory events and auditory objects are extracted. In textual domain, speech transcripts and visible texts are considered. With our proposed model, users can access video content from different aspects and get desired information more quickly. Beside multimodality, our model is constituted on semantic hierarchies that enable querying the video content at different semantic levels. There are sequence-scene hierarchies in visual domain, background-foreground hierarchies in auditory domain, and subject hierarchies in speech domain. Presented model has been implemented and multimodal content queries, hierarchical queries, fuzzy spatial queries, fuzzy regional queries, fuzzy spatio-temporal queries, and temporal queries have been applied on video content successfully.

Title from second page of PDF document. Includes bibliographical references.

The purpose of this comprehensive literature review is to evaluate if existing research studies have produced substantial evidence to determine if the use of video modeling is as an evidence based instructional tool to teach social skills to preschool aged children with autism spectrum disorder. Literature was reviewed against standards suggested by What Works Clearinghouse for being an evidence-based practice. Based on the criteria set by What Works Clearinghouse for examining experimental rigor, evidence, and the requirements for practices being considered an evidence base, video modeling to teach this population of students social skills is not an evidence-based practice at this time.

The purpose of this study was to evaluate the effectiveness of video modeling of contingencies alone and/or combined with direct exposure to the contingencies in the treatment of food selectivity. Treatment procedures included sequentially introducing videos in which models consumed nonpreferred food, were exposed to differential reinforcement, or exposed to escape extinction and differential reinforcement. In addition, participants were exposed to differential reinforcement. Results indicated video modeling of differential reinforcement plus differential reinforcement may be effective at increasing consumption of some nonpreferred foods, but the results were not replicated across all foods. For one participant, consumption of one food increased with video modeling alone.

With accountability on the rise, educators are changing their focus to optimizing instructional strategies in the classroom. Their job performance depends upon their ability to show progress on child outcomes. One way teachers advance this process is by executing more evidence-based practices in their classroom. There is a lack of research in early childhood that report treatment integrity of the treatment package. This study utilized a multicomponent coaching intervention to increasing treatment fidelity of teacher implementation of naturalistic teaching strategies in an early childhood classroom. This coaching intervention could prove to be more efficient and practical for educators. This study added to the external validity and generalization of the findings in an early childhood classroom by using one-two year old children with social communication delays. This study found a functional relationship between training early childhood teachers through a multicomponent coaching intervention and the increase in treatment fidelity of implementing naturalistic teaching strategies with children with communication delays. The percentage of child responses per opportunity increased once the teachers implemented the strategies.

Imitation is a prerequisite for the development of several important abilities. Children with Autism Spectrum Disorder (ASD) exhibit a distinct deficit in imitation. There has been a considerable amount of research into the most effective ways to teach this crucial skill. Unfortunately, there are drawbacks to many prevalent teaching strategies including difficulty with implementation and lack of generalization. The present study sought to determine whether video modeling (VM) might function as a successful alternative for teaching imitation to young children with ASD. The literature on VM has demonstrated that it can be a highly effective technique for teaching a variety of skills to individuals with ASD. Additionally, VM has been identified as easy to implement and has lead to improved generalization when compared to other treatments. However, there are still a number of questions about when, and for whom, VM is most effective. The current study begins to answer some of these questions by analyzing a treatment comparison between VM and live modeling (LM). Eight children were taught to imitate two equivalent behaviors each, one using VM and the other using LM. The trials to criterion required to learn the behaviors were then compared. Results indicated that there was a significant difference between the two treatment types, and that six of the participants were more successful with VM. Neither social skills nor technological literacy were significant predictors of treatment success. However, pre-treatment imitative abilities were shown to significantly predict success. Those children with the fewest imitative abilities were shown to be more successful with the VM technique, while those children with more imitative abilities were more successful with LM. An additional analysis was conducted to evaluate the predictive relationship between social skills and imitation. Results indicated that social skills significantly predict imitative abilities. These results could have widespread implications for imitation training, as they verify the relationship between social skills and imitation, demonstrate that VM can be an effective treatment for teaching young children with ASD to imitate, and further indicate that a pre-treatment imitation assessment may help to identify the most effective and efficient treatment for each child.

Within public schools, teachers and instructors may require training to implement procedures listed in a behavior intervention plan (BIP) to support students with disabilities. It is crucial that teachers receive training that is both effective and efficient. Behavioral skills training (BST) and video modeling are two training modalities that are proven to be effective for a wide range of skills and learners. Written instructions, although they are not supported as an effective training method in the literature, can be used as task analysis for the steps that are needed to be performed for a procedure. At present, there is no standard for training teachers to implement BIP procedures and potentially effective training methods may be impacted by the amount of time training or the intensity of the training procedure. Therefore, the purpose of this study was to assess teacher preference for training modalities and to assess the feasibility of each modality in terms of training time and intensity. The participants in this study overwhelmingly selected self-assessments for both pre- and post-assessment evaluations as well as written instructions for their training modality.

Cette thèse traite de ce verrou théorique pour des vidéos naturelles. Les contributions scientifiques développées ont permis : 1. De réfuter mathématiquement le modèle gaussien en général adopté dans la littérature pour représenter le bruit de canal ; 2. D’établir pour la première fois, le caractère stationnaire des processus aléatoires représentant le bruit de canal, la méthode développée étant indépendante du type de données, de leur traitement et de la procédure d’estimation ; 3. De proposer une méthodologie de modélisation du bruit de canal à partir d’un mélange de gaussiennes pour une transformée aussi bien en cosinus discrète qu’en ondelette discrète et pour un large ensemble d’attaques (filtrage, rotation, compression, StirMark, …). L’intérêt de cette approche est entre autres de permettre le calcul exact de la capacité du canal alors que la littérature ne fournissait que des bornes supérieure et inférieure. 4. Les contributions technologique concernent l’intégration et l’implémentions de ces modèles dans la méthode du tatouage IProtect brevetée Institut Télécom/ARTEMIS et SFR avec un gain en temps d’exécution d’un facteur 100 par rapport à l’état de l’art. / The thesis is focus on natural video and attack modelling for uncompressed video watermarking purposes. By reconsidering a statistical investigation combining four types of statistical tests, the thesis starts by identifying with accuracy the drawbacks and limitations of the popular Gaussian model in watermarking applications. Further on, an advanced statistical approach is developed in order to establish with mathematical rigour: 1. That a mathematical model for the original video content and/or attacks exists; 2. The model parameters. From the theoretical point of view, this means to prove for the first time the stationarity of the random processes representing the natural video and/or the watermarking attacks. These general results have been already validated under applicative and theoretical frameworks. On the one hand, when integrating the attack models into the IProtect watermarking method patented by Institut Télécom/ARTEMIS and SFR, a speed-up by a factor of 100 of the insertion procedure has been obtained. On the other hand, accurate models for natural video and attacks allowed the increasing of the precision in the computation of some basic information theory entities (entropies and capacity).

This study investigated effects of video prompting using an iPod Touch to teach recipe-following to four 16-19 year-old youth with intellectual disability and autism in a transition classroom. Target behaviors involved correctly following three multi-step recipes: microwave dinner, brownies, and gelatin. A multiple-probe design across recipes was replicated across participants. After low levels of responding in baseline probes, researchers presented participants with an iPod Touch showing each step of the task using video and with audio narration. Following the video prompting phase, maintenance and home-based generalization probes were conducted. The intervention increased recipe-following performance for all participants. Performance maintained and generalized to youths’ home kitchens. Results are discussed in regards to using video demonstrations in a sequence of prompts.

For many educators, finding enough time to complete all that is require of them is a daily challenge. Those in special education have the added burden of making sure that their staff members are highly trained in the skills required to work effectively with students. There are many different ways to train staff members, one of which is using a video model. This study looked at the effects of video modeling alone on the training of staff members to use the multiple stimulus without replacement preference assessment. The participants in this study were paraprofessionals who work with preschool students who had a variety of disabilities. Data were collected on how well staff members were able to perform necessary skills to conduct the preference assessment before and after watching a video model. The results of this study showed that staff members could learn a new skill with the use of video modeling as a training tool. Using video modeling as a training tool is an effective way to save educators time while still ensuring that students are benefited.