Video Self-Modeling


I came across the strength based strategy of video self-modeling while looking at ways to improve my instruction in classroom social skills needed to increase time on task.  I use videos of my students to give feedback about classroom behaviors, but this intervention goes a step further. 

In video self-modeling, you make a video of the student while you model and prompt to elicit the desired classroom behavior.  Then you edit the video to show only the portions with the student performing the behavior, making it appear as though the student is already demonstrating the behavior independently.

The research indicates that this strategy, showing the child the video of themselves demonstrating competence in the behavior, has allowed students to quickly master, maintain and  transfer the skill being taught across settings.

I am using this strategy to teach positive classroom behaviors to increase time on task, but it can be used for teaching any skill across all domains.  Speech language pathologist and reading teachers have used this strategy successfully.  It seems to work especially well for students with autism spectrum disorder.

I’ll post a follow up later in the year to give you my feedback.  Please let the rest of us know if you have used video self-modeling and how well it worked for you.

Remember to click on “follow this blog” to receive new posts as soon as they are published.  Also, please spread the word about my blog aimed at helping students to increase time on task.  The more teachers I can help, the better!

Miss Debi

This entry was posted in Increasing Positive Behaviors, Self-Monitoring, Visual Supports and tagged , , , . Bookmark the permalink.

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