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Video self-modeling has been used in the past to teach many skills to children with autism. Children with Autism Spectrum Disorders have a lack of language processing, expressive communication, and social skills. These deficits may impact the ability to function in the general education classroom. The current investigation examined the effects of using video self-modeling with an iPad device to teach inclusion readiness skills to children with autism. The specific group directions that were taught were cleaning up, lining up, and sitting down. Three young children with autism participated in this study. A multiple baseline design across behavior and subjects was used. All three participants reached mastery criteria in all three behaviors. Experimental control was shown with the multiple baseline across subjects. Moreover, experimental control was established with the multiple baseline across behaviors with one of the participants. Due to generalization across behaviors, experimental control was shown with two of the behaviors with a second subject. When video models were discontinued and maintenance probes were conducted, all three children maintained group direction skills. Results showed that the prerequisite classroom skills were effectively taught to children with autism using video self-modeling. The results are discussed in terms of implications for the general education classroom and future research directions. / Educational Psychology

Writing is essential to human interaction. When handwriting is illegible, communication may be negatively impacted. A severe deficit in handwriting is known as dysgraphia, a problem frequently associated with autism spectrum disorders (ASD). Video self-modeling (VSM) has been proven effective for children with ASD in the strengthening of social skills, verbalizations, and daily living skills. However, there remains a significant gap in the literature regarding the use of VSM for the treatment of dysgraphia in children with ASD. Because VSM has demonstrated success in the acquisition of many types of skills, it may prove similarly effective for remediating dysgraphia in children with ASD. Utilizing a behavioral perspective, this study seeks to determine if VSM is an effective treatment for improving handwriting legibility and proficiency. This study analyzes secondary data collected by a day treatment center (DTC) specializing in the care of children with ASD. Data indicated that after establishing a baseline level of behavior for writing simple words, the DTC staff administered the VSM treatment and rated the legibility of the participants' responses based on the Woodcock-Johnson III Tests of Achievement (WJ-III) Handwriting Legibility Scale. Raw score differences between baseline and treatment phases were recorded and analyzed. A pretest/ posttest evaluation based on scores obtained from the Handwriting Proficiency Screening Questionnaire (HPSQ) and Handwriting Proficiency Screening Questionnaire for Children (HPSQ-C) determined changes in handwriting proficiency. Effectively analyzing this data would be an important contribution to the existing literature, and would enhance social change initiatives through strengthening the communication skills of individuals with ASD.

Video self modeling (VSM) is a behavioral intervention technique in which a learner models a target behavior by watching a video of oneself. This is the idea behind the psychological theory of self-efficacy - you can learn or model to perform certain tasks because you see yourself doing it, which provides the most ideal form of behavior modeling. The effectiveness of VSM has been demonstrated for many different types of disabilities and behavioral problems ranging from stuttering, inappropriate social behaviors, autism, selective mutism to sports training. However, there is an inherent difficulty associated with the production of VSM material. Prolonged and persistent video recording is required to capture the rare, if not existed at all, snippets that can be used to string together in forming novel video sequences of the target skill. To solve this problem, in this dissertation, we use computational multimedia techniques to facilitate the creation of synthetic visual content for self-modeling that can be used by a learner and his/her therapist with a minimum amount of training data. There are three major technical contributions in my research. First, I developed an Adaptive Video Re-sampling algorithm to synthesize realistic lip-synchronized video with minimal motion jitter. Second, to denoise and complete the depth map captured by structure-light sensing systems, I introduced a layer based probabilistic model to account for various types of uncertainties in the depth measurement. Third, I developed a simple and robust bundle-adjustment based framework for calibrating a network of multiple wide baseline RGB and depth cameras.

Effective interventions are imperative for students who are at-risk for academic failure. Response to Intervention (RTI), a service delivery framework, is gaining momentum in schools as it aims to provide effective and appropriate interventions of varying degrees. Frequently used in the form of a three-tier process, RTI addresses academic and behavioral deficits for students first at a school-wide level; next, at an individualized level; and finally, at a more intense individualized level. This study examined the effects of video self-modeling (VSM) as a Tier 2 RTI for two students in general education classrooms. Both students exhibited low rates of on-task behavior and were considered at-risk for academic failure. The first participant received intervention prior to his general education first grade math lesson. The second participant received intervention prior to his general education sixth grade writing lesson. The results of the study indicate that this method of intervention has potential. In spite of uncontrollable confounding variables, both participants' average on-task behavior minimally increased (by 6 and 3 percentage points respectively) over the course of intervention. Neither student was referred for Tier 3 interventions nor was classified as having a disability. Video self-modeling as a Tier 2 intervention may provide substantial instruction for students with learning deficits, thus reducing the number of individuals referred for special education services.

Video self-modeling has been found to be effective in increasing appropriate behaviors, increasing task fluency, and decreasing inappropriate behaviors. During video self-modeling, a student is filmed completing a task and then mistakes, prompts, and negative behaviors are edited from the video. When the edited video is viewed by the subject student, the student views a perfect model of him or herself successfully completing the given task. Video self-modeling has been used predominately with participants with autism spectrum disorder. This study is a replication of a previous study in which the effectiveness of video self-modeling and video peer modeling was compared (Sherer, Paredes, Kisacky, Ingersoll, & Schreiman, 2001). Sherer et al. evaluated these procedures with high functioning students with autism using a combined multiple baseline across participants and alternating treatment design. This study differs from Sherer et al.'s study in its use of participants who have multiple disabilities and low cognitive functioning. The results show that video self-modeling is effective for some participants while video peer modeling is effective for others. The individual student's preference for one form of video modeling over another form may indicate the method that is best for a particular participant. Implications for further research are included.

This research examined the effects of self-regulated strategy development (SRSD), a cognitive strategy instructional method, on opinion writing by third grade students with learning disabilities. A video self-modeling (VSM) component was added to the SRSD method. A multiple probe across participants, single-subject design was used to determine the effectiveness of the SRSD instructional strategy, (POW + TREE), in combination with video self-modeling. Data from various components of writing, including essay elements, length of responses, time spent writing, and overall writing quality, were collected and assessed to determine the effectiveness of the intervention. All students who received the intervention improved their overall writing performance on opinion essays as measured by the number of opinion essay elements, including topic sentence, reasons, examples, and ending. During the maintenance phase of the intervention, students who received a VSM booster session increased their total number of opinion essay elements back to mastery levels.

This dissertation investigates the development and use of self-images in augmented reality systems for learning and learning-based activities. This work focuses on self- modeling, a particular form of learning, actively employed in various settings for therapy or teaching. In particular, this work aims to develop novel multimedia systems to support the display and rendering of augmented self-images. It aims to use interactivity (via games) as a means of obtaining imagery for use in creating augmented self-images. Two multimedia systems are developed, discussed and analyzed. The proposed systems are validated in terms of their technical innovation and their clinical efficacy in delivering behavioral interventions for young children on the autism spectrum.

La problématique de la performance des marins en navigation extrême, n’a été que très peu étudiée avec des méthodes scientifiques rigoureuses de façon systématique et sous un angle de vue global en conditions écologiques. Nos travaux se sont attachés à évaluer le comportement humain en conditions écologiques avec une approche environnementaliste et transactionnelle. L’objectif principal de cette thèse a été de comprendre quel est l’impact des facteurs environnementaux tels que la force du vent et la quantité de sommeil ainsi que d’une stimulation cognitive à l’aide d’un vidéo self-modeling sur la perception de l’anxiété, de la fatigue et la tolérance à l’effort à vitesse maximale aérobie. Les résultats de la première étude, en condition écologique, où l’influence du vent et de la privation du sommeil ont été modélisées grâce à l’outil des fonctions transferts, a permis de comprendre que le marin opère une régulation liée temporellement à son engagement et aux efforts ou privations comme par exemple celle du sommeil. Cette régulation est liée à la perception de l’anxiété et l’intensité de l’effort perçu et est influencée par les facteurs environnementaux comme le vent ou la privation de sommeil. Cette étude a aussi montré qu’il existe une relation entre la durée de l’engagement, mesurée par le nombre de jours passés en mer, et la quantité de sommeil nécessaire, permettant ainsi de résister aux conditions environnementales. Une seconde étude en milieu extrême, cette fois en équipage de deux personnes, en utilisant le même protocole a confirmé que la quantité de sommeil était le meilleur activateur pouvant agir sur l’anxiété et permettre au mieux sa régulation. Une troisième étude nous a permis de montrer que la tolérance à un effort, mesuré par la perception de l’effort, n’était pas couplée exclusivement à une réponse physiologique mais aussi à des facteurs cognitifs. Le résultat principal de cette étude pilote a été de montrer que l’utilisation du feedback vidéo comme stimulation cognitive diminue significativement la perception de l’effort à partir 50% de la durée de l’épreuve. Contrairement à ce qui aurait pu être attendu, aucun effet n’a été observé sur la fréquence cardiaque. L’ensemble de ces résultats tend à montrer l’importance de l’interaction environnement – individu en milieu extrême, ainsi que lors d’une épreuve menée jusqu’aux limites de l’épuisement. Ces résultats ouvrent des perspectives intéressantes dans les domaines de l’entraînement sportif et de la rééducation. / The problem of performance in extreme sailing navigation has been very little studied using rigorous scientific methods consistently and at an angle of view in global environmental conditions. Our work sought to evaluate human behavior in ecological conditions with environmentalist and transactional approach. The main objective of this thesis was to understand what the impact of environmental factors such as wind strength and the amount of sleep as well as cognitive stimulation using a video self-modeling on perception of anxiety, fatigue and exercise tolerance in maximal aerobic speed. The results of the first study, ecological condition, where the influence of wind and sleep deprivation were modeled using the tool transfers functions, has to understand that the sailor makes a time- dependent regulation of its commitment and efforts and hardships such as that of sleep. This regulation is related to the perception of anxiety and intensity of perceived fatigue and is influenced by environmental factors such as wind or sleep deprivation. This study also showed that there is a relationship between the duration of the engagement, as measured by the number of days at sea, and the amount of sleep needed, allowing withstand environmental conditions. A second study in extreme conditions, this time with a crew of two people using the same protocol confirmed that the amount of sleep was the best activator can act on anxiety and allow its better regulation. A third study, we showed that the tolerance to stress, as measured by perceived exertion, was not exclusively coupled to a physiological response but also cognitive factors. The main result of this pilot study was to show that the use of video feedback as cognitive stimulation significantly reduces the perception of effort from 50 % of the duration of the event. Contrary to what might be expected, no effect was observed on heart rate. All of these results suggest the importance of the interaction environment - individual in extreme environments, and in a test conducted to the limits of exhaustion. These results open interesting perspectives in the fields of sports training and rehabilitation.