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.

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.

In this study, a paraprofessional delivered video modeling intervention to teach soft skills was evaluated using a multiple probe across behaviors design. Three soft skills were targeted that were required for successful future employment of high school students with disabilities. The three dependent variables consisted of sending a work related email, leaving a voice message, and creating work related calendar entry. Five paraprofessionals and four high school students with disabilities participated in this study. We evaluated the degree to which the intervention was successful, the degree of procedural fidelity by the paraprofessionals, and the social validity of the study. The results supported the intervention. All four students showed improvements in their soft skills. A functional relation was established for two out of four student participants. The paraprofessionals maintained a high level of procedural fidelity. Paraprofessional and student participants reported high level of satisfaction with the goals, procedures, and outcomes of the study. Maintenance data collected demonstrated that participants maintained their skills following the conclusion of the video modeling intervention. There were limitations related to the implementation of the research design, partially due to constraints of the Covid-19 pandemic. / Special Education

BACKGROUND: Social skills deficits may hinder learning, terminate relationships, and impede employment. Many individuals with autism and intellectual disability experience difficulties in social judgement, emotional regulation, and interpersonal relationships, all of which can lead to disruptive and aggressive behaviors. Explicit instruction, video modeling, and video feedback are research-based practices that have been used to teach conversation skills to individuals with developmental disabilities and social impairments. OBJECTIVE: This study examined the effects of explicit instruction combined with video modeling and video feedback in teaching conversation-initiation skills to six adults ages 18-20 with autism and intellectual disability in a post-high school transition program. METHODS: A multiple baseline across dyads design was used, with number of correct initiation responses as the independent variable. The independent variable was an intervention package including explicit verbal instruction with interspersed video modeling clips, followed by video feedback. RESULTS: All six participants acquired the skills and were able to initiate a conversation; five of them maintained these skills over time, demonstrating them without the intervention. CONCLUSIONS: Data supported a evidence functional relation between the intervention package and the participants' social initiation skills. Social validity responses indicated that participants enjoyed watching the videos of models and especially enjoyed watching the videos of themselves.

Video modeling interventions have been mostly effective for individuals with autism spectrum disorder (ASD) in teaching social communication skills. However, differences in the effectiveness of these interventions have been noted. Participant motivation was suggested as one of the factors that can influence the effectiveness of video modeling. The purpose of this study was to investigate the effects of participant motivation on video modeling for teaching social communication skills to individuals with ASD. A combined multiple probe across participants and adapted alternating treatments design was used to examine the differential effects of two video modeling conditions (i.e., motivated and non-motivated) on social communication skills of four adults with ASD. Of the four participants, three participants responded to the intervention and performed more of target behavior during the motivated video modeling condition than the non-motivated video modeling condition, while one did not respond to the intervention. In addition, the three participants engaged in a higher percentage of the target behavior during motivated generalization sessions than non-motivated generalization sessions. The results demonstrated that participant motivation influenced the effectiveness of video modeling.

A plethora of research exists suggesting video-based interventions such as video modeling (VM) and video prompting (VP) assist students with severe/profound disabilities, such as autism and intellectual disabilities, to learn academic skills. This study used a single subject multiple-baseline-across-subjects design to evaluate if a VP intervention on a functional, academic math skill had similar effects for adolescent students with mild/moderate specific learning disabilities (SLD). Five high school students (three female and two male) aged 16-17 viewed the video on an iPad to find out about how much money an item would cost if it were a certain percentage on sale. A functional relationship between the intervention and acquisition of the steps necessary to complete the task was discovered. In addition, some students maintained the skills as demonstrated by correctly answering most given word problems when given a post-test. Implications for practice and further research are discussed.

This purpose of this study was to investigate the effectiveness of an intervention package that combined Skillstreaming procedures for the development of social skills with the use of video modeling for middle school students identified with ASD. Specifically, the purpose of this study was to determine if the video modeling intervention package has an impact on social skill performance of three middle school-aged students with ASD. A multiple probe design across participants was employed to assess the effects of the video modeling intervention package on two beginning social skills (i.e., initiate greetings and initiate a conversation). The participants were three middle school-aged students with ASD enrolled in a self-contained classroom. The dependent variable was the percentage of correct social skills components performed when greeting the teacher and initiating a conversation within in the first 10 minutes of class each morning. The independent variable was an intervention package that included video modeling and direct instruction for each social skill component with Skillstreaming procedures (i.e., modeling, role playing, feedback). The results of this research indicated that all three students improved their social skills performance following the implementation of the video modeling intervention package. Furthermore, during the maintenance phase, the social skills performance of each student was maintained. Recommendations for further study and for teachers of students with ASD are presented.