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Video Modeling and Video Prompting as a Treatment Intervention

Price: $39.00
Quantity:

LEVEL: Advanced

Continuing Education Eligibility (Included):

(BACB®) 2 Type II 
(QABA®) - 2 General (In-person) 
APA: 2 General (Home Study) --- NOTE: ONLY AVAILABLE FOR RECORDED WEBINARS

This 120-minute recorded webcast will review a variety of video prompting and video modeling interventions that have shown to be successful in the treatment of autism. It is designed for teachers, paraprofessionals, BCaBA's and BCBA's working with person's with autism and/or supervising direct treatment staff and other professionals working with persons with autism, Asperger's and related disorders.

Picture this. While watching a TV show, a young child viewed something they had never seen before: On the show, the cartoon characters make instruments from things they find around the house. They collect their materials and make a "drum" out of a coffee tin, a "horn" from a paper towel roll, and a "cymbal" using 2 pot covers. The characters begin to practice and then decide to have a concert for family and friends. They create a stage and place chairs out for the audience. Upon viewing this scene, the young child finds a paper towel roll and begins to play the "horn." He gives his older sister a tin can and tells her that she can be the drummer. He tells his parents to sit down on the couch while he and his sister perform.

The above scenario demonstrates the impact that watching videos can have on one's behavior. In this specific example, the individual had never been reinforced for making and playing instruments in the past. He was not exposed to the environment in vivo and no specific teaching strategies were utilized to increase this behavior. All his learning resulted from viewing the TV show. This is an example of a video model, teaching a variety of skills such as sociodramatic play and peer interaction, just to name a few. Using videos as teaching tools can help to increase a large array of behaviors and skills as well as decrease unwanted behaviors.

Research has shown that utilizing video models and video prompts have been shown to be effective in behavior change for individuals with autism. There are many benefits to utilizing this type of teaching strategy. Increasing communication, downtime skills and social skills are only a few of the behaviors that can be impacted. In order to use a model to teach new behaviors, individuals must have pre-requisite skills including the ability to attend to a model and imitate actions. If unable to demonstrate these skills, the individual must first master these prerequisites prior to exposure to model prompting procedures (Cooper, Heron, & Heward, 2007).

Outcomes:

Upon completion of Video Modeling and Video Prompting as a treatment intervention, participants will:

  • Describe what it means to prompt with a model.
  • List various types of video prompting methods and identify their similarities and differences.
  • Discuss skills that may benefit from using this intervention and supporting research.
  • Summarize ways in which video modeling and video prompting interventions have been used as a treatment intervention.

Note:

To receive your CEU Certificate, you must pass the online quiz.

You have 30 days to access the webcast from the date you activated your access code.

Please be advised that this product is not downloadable.

DISCLOSURE:
Financial - Presenters are employees of Step By Step, Special Learning's strategic partner. Presenters and researchers do not receive any financial compensation.
Non-Financial - No relevant non-financial relationships exist. Special Learning, publisher of products for SLPs, BCBAs and other professionals, and Step By Step funded this training webcast.

MANDATORY DISCLAIMER:  The Behavior Analyst Certification Board  (“BACB”) does not sponsor, approve or endorse Special Learning or Step By Step, the materials, information or sessions identified herein.

For cancellations and refunds, please see our policy HERE


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