2-14-13 LCA for DPI PST EBP · 2/5/13 3 Benefits for individuals on the spectrum • Controlled –...

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Lights, Camera, Autism!

Using Video Technology to Enhance Lives

& Support New Behavior

Presented by: Kate

McGinnity Autism Consultant

2/14/13 DPI/CoP Conference

Our definition of Video Technology for today

For us, this means utilizing

technology that contains pictures that

Hammer, Ladson & McGinnity, 2011

Utilizing Video Technology: What are the different mediums?

–  Home made movies –  Purchased movies –  Power Point Presentations –  Television –  Movie clips –  Video and Computer Games –  iPad, iPodTouch, and other electronic handheld

devices


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Let’s not be limited by mediums

While certain uses will dictate a specific medium be used, most of the uses will carry over between mediums, and be useful for the mediums of tomorrow.


Why is it so useful for people

on the spectrum?


Benefits for individuals on the spectrum

•  Repetition of materials

•  Many already posses skills needed to access the technology

•  Borders – focus attention


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•  Controlled – No surprises – Sensory – No social expectations

•  Video technology allows us to teach without the “distraction of human interaction”

»  (Neumann, 2004)



•  Allows for supports that do not stigmatize •  Many individuals with autism think in

pictures

”I THINK IN PICTURES. Words are like a second language to me. I translate both spoken and written words into full-color movies, complete with sound, which run like a VCR tape in my head.”

Temple Grandin, 1995


What Does the Research Tell Us?

•  Research has found that the use of video modeling (including self modeling and peer modeling) can have a great positive impact in the areas of social communication, daily functioning skills, and academic performance on children with various disabilities (e.g., Apple, Billingsley, & Schwartz, 2005)


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Research

•  The National Teacher Training Institute found that ALL students learn more when television and video are incorporated into teaching. – Students are more engaged – Students learn and retain more

(From NTTI Survey of over 1100 elementary, middle, and high school students, 2003)


Research

•  IN FACT… – Video modeling was shown to be more

effective then in-vivo (live) modeling. It had faster rates of acquisition and was more effective in promoting generalization (Charlop-Christy, Le, & Freeman, 2000).


Now for some definitions


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Video Modeling

Video modeling is an instructional process of videotaping behaviors in a specific way in order to develop the ability to memorize, imitate and generalize those behaviors.


Video Self-Modeling

A means to educate an individual by viewing of themselves on video, with the intention of teaching a novel skill


Feedforward

•  Specific type of video modeling •  Video of individual engaging in the act of

completing skills not yet learned •  A way to introduce a new skill or

behavior


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Positive Self Review

Reinforcing an already known skill

to improve performance or fluency.


Preparation or Transition Video

•  Videos shot with the intent of preparing an individual for an upcoming transition

•  Shows the viewer possible settings, people, noises, ect. found in new environment


Desensitization Videos

•  Using videos to help an individual to overcome fears or (sensitivities) by allowing them to access videos that are the target of the fear.


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USES of Video Technology 1.  Teaching new skills

2.  Neurological supports

3.  Communication supports

4.  Teaching others

5.  Promoting competence & enhancing lives

Today, we’ll focus on using video technology to support new

behaviors:


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Remember:

“The happier someone is, the less challenging behavior they exhibit.”

-Gary Lavigna


Enhancing Life and Promoting Competence

•  Personal History •  Happiness is… •  Calming Images •  Celebrations and Important Moments •  Affirmations •  Interviews •  Connecting with Others on the Spectrum Hammer, Ladson & McGinnity, 2011

Happiness is….


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Things I Love

by Megan

Disney Movies

Vanilla Cupcakes

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My Bean Bag

The Playground

Pink Tennis Shoes

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My Mom

Affirmations

•  Power Point by Amy

•  Applications – Affirmations! – Affirmations

BY AMY

I AM THE BEST I CAN BE!

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I am free to make my own choices and decisions.


When I believe in myself, so do others.


I am a unique and a very special person

and worthy of respect from others.


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I express my needs and feelings

I want to call my mom and dad. I need to take a walk.

I am happy.

I am sad.


It is enough to have done my best.


I am my own unique self I am special I am unique I am wonderful


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I am flexible and open to change in

every aspect of my life.


My mind is filled only with loving, healthy,

positive and prosperous thoughts.


Behavior

•  Student gets stuck on movies in his head. . .


Be

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Help to Access

•  Power Point: –  “When Movies Get Stuck in My Head”


When Movies Get Stuck

in My Head A Story for Monty

Sometimes movies or thoughts get stuck in my head.

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When this happens, it is hard for me to focus on anything else.

This is a plan that can help me to stop the movies or thoughts.

1. A “movie”, a picture, or a thought gets stuck in my head.

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2. I can picture myself pressing the “pause” button

3. I can take five deep breaths.

1 2 3 4 5

4. I can press “play” on a different movie. A movie that makes me

happier.

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5. I can watch this new movie quietly, in my head, for a couple of

minutes.

6. I can get back to work.

This should help me to get unstuck.

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Behavior

•  Student’s voice is either too loud or too quiet for the setting. . .


Be

Volume of Voice

•  PPT for voice volume levels


HOW LOUD CAN MY VOICE BE? By Kailey

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When I am at school, there are several different rules about how loud my voice can be. My teacher has a chart that lets me know how loud I should be.

Level 1: No talking When my voice should be at a level 1, there is no talking. Some times I need to be at a level 1are: • DEAR time • When my teacher is talking

• When I am taking a test

This is what Level 1 sounds like:

Level 2: Whisper Voice When my voice should be at a level 2, I can whisper. Some times I need to be at a level 2 are: • During partner share • When I am in the library


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Level 3: Speaking Voice When my voice should be at a level 3, I can talk in my talking voice. Some times I can be at a level 3 are: • At lunch in the cafeteria

• During group time for math

• When I am asking my teacher a question


Level 4: Loud Voice When my voice should be at a level 4, I can talk in a loud voice. Some times I can be at a level 4 are: •  In gym class when we are playing games

•  In music when I am singing a song


Level 5: Outside Voice When my voice should be at a level 5, I can yell. Some times I can be at a level 5 are: • Outside playing with my friends at recess

• When we play games for gym outside

• At football games


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Using my volume levels chart My teacher is very happy when I use my volume levels chart. I can earn bonus bucks when I have my voice at the right level. I love earning bonus bucks!!!

Behavior

•  Student is unable to enter the family’s camper. . .


Be

Grandma Rules!


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Grandma still rules!


Behavior

•  Student does not use the locker/cubby independently. . .


Be

End of the day locker


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Behavior

•  Student has difficulty with transitions. . . .


Be

Transitions

•  Paul’s Power Point of Transitioning to Middle School

•  Power Point on Moving •  Northside Video


Transitions

•  To assist the individual in making the transition

from elementary to middle school with as much ease as possible, being able to carry over and access the full breadth of their current skills (movement fluidity, social and communicative as well as academic).

•  Can also be used when transitioning room to room, building to building, house to house or job to job.

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Paul’s 6th Grade Schedule

Going to School

This is the door you will use to enter Nikolay Middle School everyday.

The Office

This is the office. You see it first when you come into school.

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This is Mrs. Weston. She works in the office.

Principal!

Mr. Smith is the middle school principal. He has the same job as Mrs. Frey at the elementary school. You will see him every day in the halls. He works in the office.

Hallway!

This is the 6th Grade hallway. It is where your locker is located and where you will go between classes to get your materials.

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Science

You go to Science everyday for first hour. It is taught by Ms. Klein in room 208.

Math

Everyday you have Math Class 2nd hour. It is taught by Mrs. Horgan-‐Geis in room 214.

Exploratory Class

Everyday during 3rd hour you have your exploratory class. You have a different exploratory class each quarter. First quarter you have Art which is taught by Mr. Bettenhausen (we just call him Mr. B) in room 216.

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Language Arts

Everyday you have a Language Arts block during both 4th and 5th hour. We don’t know who’s going to teach Language Arts next year because the current teacher is retiring and they have to hire a new one.

Lunch!

ANer 5th hour everyday you have lunch and then recess. You will see the lunch room each day when you come in the school. It is right past the office.

Whenever you get hot lunch, someone from the office will scan your name so you can get lunch.

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Lunch Line

This is the lunch line and the Lunch Ladies. In middle school, there is the usual hot lunch line and another line with special foods. You get to decide which line you get your food from.

Choir!

After lunch and recess, you have alternating classes for 6th hour. On Mondays, Wednesdays, and even Fridays you have choir which is taught by Ms. Czechowitz on the bottom floor in room 107.

Band!

On Tuesdays, Thursdays, and odd Fridays you have band during 6th hour. Band is taught by Ms. Kilian on the bottom floor.

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Geography

For 7th hour everyday you will have Geography in room 210.

Geography is taught by Mrs. Baldauf.

Physical Education (Gym)

For 8th hour each day you have alternaVng classes, like 6th hour. On Tuesdays, Thursdays, and odd Fridays you have Gym class. Gym is taught by Mr. Brezenski (we also call him Mr. B) on the bo[om floor.

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In middle school you have to change clothes for gym in the locker room. You have a small locker with a different combinaVon from the locker you have for normal classes and keep different clothes you wear for gym in your small locker. ANer gym, you change back into your normal clothes

Study Hall

On Mondays, Wednesdays, and even Fridays you have Study Hall in room 323.

Your Study Hall is taught by Ms. Buya[ and Mrs. Doyle.

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If you have good grades in middle school, you can go to the library for Study Hall. You can just relax and read a book, or work on homework. If you have a project in a different class that you’re working on, you can go on the computers to work on that, too.

The End of the Day!

ANer 8th hour, you will go back to your locker and get anything you need at home that night and then leave the school through the same door you came through. (following this slide are slides relevant for later on in the year)

Exploratory Class

For your second quarter exploratory, you’ll go to the Computers Class which is taught by Mrs. Johnson in room 319.

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Exploratory Class

For your 3rd quarter exploratory you have Tech. Ed. which is taught by Mr. Andersen in room 102. You go here everyday for 3rd hour during 3rd quarter.

Exploratory Class

For your 4th quarter exploratory you have Spanish class which is taught by Miss Lewis in room 324. You go here everyday during 3rd hour for 4th quarter.

Jennifer’s move to a new

house

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I’m Moving


I am moving to a new home.

I am moving to a new home on October 18, 2011. I will be living with 3 new roommates. I will have staff there who can help me with things I need to do. I am excited about my move. My mom and dad will still live at my old house and I can visit them sometimes.


My Bedroom

This will be my bedroom where I will sleep. I get the top bunk on the bunk bed. I am excited to be sharing a room with a roommate. Her name is Cheryl.


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The Kitchen

This is the kitchen where I will get help make my supper and make my lunches for work. I will need help to use the stove to cook. There will be staff at my new home who can help me cook.


The Living Room

This is the living room in my new home. I can watch TV or play games in the living room. My favorite game, Monopoly will be in the cabinet in the living room. Susan is a staff at my new home who will play Monopoly with me.


The Backyard

My new house has a nice backyard. I can sit outside in the summer and watch the birds. I will be able to put up a bird feeder so I can watch the birds come into my yard and eat. I love birds.


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My Job

Even though I am moving to a new home, I will still be working at my same job at Walgreens. Mr. Clark is still my boss and Mr. Joe will still drive me to work everyday. I really like my job at Walgreens.


I am excited to move to my new home.


Northside Elementary


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Behavior

•  Student has a meltdown every time someone uses microwave, or if the student thinks someone is going to use the microwave. . .


Be

MEET ZACHARY…

Behavior

•  Student has a meltdown when it is time to write. . .

•  Or, student is perfectionistic about writing and erases/rewrites until there is a hole in the paper and then the meltdown comes. . .


Be

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Daily Oral Language


Behavior

•  Student is verbal, but doesn’t interact with his friends. . .


Be

Watching Scripts Ahead of Time

•  PPT-conversation starters

•  Carley’s scripts for “Lunch Bunch”


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Watching Scripts Ahead of Time

Lunchroom – StarVng a ConversaVon

GreeVng

Choose One:

“Hi”

“Hey”

“How are you doing”

“Hi” “I’m good” “”Hey”

Or something else

WAIT for my partner’s response…

StarVng a ConversaVon

Choose One:

“What did you think of that _____ test?”

“What did you do last

night?”

“Did you see that game this weekend?”

Partner will answer the quesVon. Or make a

comment.

They might ask another quesVon.

WAIT for my partner’s response…

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Keeping the ConversaVon Going

•  NEXT TIME….

LUNCH BUNCH

Things that Tara and I have in common: • We both like horses. • Social Studies is both

our favorite class. • We both like to

swim.

TARA

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Questions I can ask Tara: •  Did you go horseback riding this weekend? •  Are there any new horses at the stables? •  Did you go to swim practice on Sunday? •  What was your fastest time in the butterfly? •  Are you interested in what we are talking about now in Social

Studies?

Questions Tara may ask me: •  Did you go horseback riding this weekend? •  What was your fastest time? •  How is your butterfly coming along? Is it any easier yet? •  Have you dove off the blocks yet? •  Did anything funny happen to you at school lately? •  Is your dad out of town?

Things that Nicole and I have in common: • We like to watch

movies. • We both have a

dog. • We are on the

safety patrol together.

NICOLE

Questions I can ask Nicole: •  Did you watch any movies over the weekend? •  Did you go to the movie theatre? •  What is your favorite movie that is in the theatres right now? •  How is Sebastian doing? •  Did you have to issue any safety patrol tickets this week?

Questions Nicole may ask me: •  Did you get to the movie theatre this weekend? •  Are you waiting for any movies to come out? •  How many more weeks until you go to see Harry Potter at

Universal Studios? •  Did you buy any new games for your iPad?

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Behavior

•  Student has difficulty reading emotions and pragmatic language in others. . .


Be

Reading Facial Cues/Pragmatics

•  Lion King

•  Seinfeld “Close Talker”

•  Sheldon “Understanding Sarcasm”


Lion King “Understanding Emotions”


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Seinfeld “Close Talker”


Big Bang Theory “Understanding Sarcasm”


Behavior

•  Student has difficulty taking the perspective of others. . .


Be

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Perspective Taking

•  Photo series using Photogene application


Behavior

•  Student is dependent on verbal cues. . .


Be

Washing Hands

•  Power Point PresentaVon

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Washing Your Hands

ANer I flush the toilet,

I wash my hands.

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First, I turn on the water.

Then I wet my hands.

Next I get soap

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I wash my hands

I turn off water.

I get a paper towel.

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I dry my hands.


HOW TO STEPS:

• Picture Goal(s) of video • Consider your audience

– Length of video – Perspective shot from – Need for continuity

•  Shoot video • Develop schedule for viewing


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TOP TIPS FOR VIDEO MODELING AND VIDEO SELF-MODELING •  Technique is most effective if you are teaching only

one or two steps further then where the individual is currently functioning

– When a behavior is too far ahead, learner is less likely to gain the skills shown in the video (Baldwin & Baldwin, 1986)


Learners are more able to imitate models who are closer to themselves. The more similar the model is to the learner, the more likely that the learner will imitate. (Kornhaber and Schroeder, 1975)

• Skills • Age • Status • Physical appearance


• Learners are more likely to imitate people seen as competent. (Dowrick and Jesdale, 2001)

• Learners are more likely to attend to video models that break down complex tasks into smaller steps Kazdin, 2001 – Video should only target 1-2 steps at a

time

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Behavior

•  Student doesn’t participate in IEP meetings. . .


Be

Introducing…Me By Aaron Emery

(with a little help from my Speech Therapist, Mrs. Fuse)

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Thank You!!!

Kate


2-14-13 LCA for DPI PST EBP · 2/5/13 3 Benefits for individuals on the spectrum • Controlled –...

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