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2.2 - A Review of the Literature
2.2 - A Review of the Literature
Rather than listing all the research literature here,
I offer the 2009 Sigafoos report on video-based interventions
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Professor Jeffrey Sigafoos describes some of the research being performed at the Victoria University of Wellington into speech technology for assistive communication devices.
Below is a synopsis of the 2009 report on video modeling
"Video-based intervention for individuals with autism:
Key questions that remain unanswered"
Christopher Rayner, Carey Denholm, Jeff Sigafoos b. Research in Autism Spectrum Disorders 3 (2009) 291–303
A B S T R A C T
Research on variations of video-based intervention (VBI) suggests that they can be effective for teaching individuals with disabilities a range of socially significant behaviors.
"Video-based intervention’ is a broad term used here to be inclusive of procedures that involve presenting video footage as the independent variable for intervention. Thus, VBI conceptually includes approaches described as video modeling, video prompting, video self-modeling, computer-based video instruction and video priming.
Research on variations of video-based intervention (VBI) suggests that they can be effective for teaching individuals with disabilities a range of socially significant behaviors.
"Video-based intervention’ is a broad term used here to be inclusive of procedures that involve presenting video footage as the independent variable for intervention. Thus, VBI conceptually includes approaches described as video modeling, video prompting, video self-modeling, computer-based video instruction and video priming.
The relative strength of individuals with autism in regard to processing visual stimuli is well established in the literature (Ayres & Langone, 2005; McCoy & Hermansen, 2007; Nikopoulos & Keenan, 2006; Sigafoos, O’Reilly, & de la Cruz, 2007).
Imitation abilities are disproportionately impaired in autism.
- Kanner (1943, p. 250), noted that the children he observed seemed to maintain a far better relationship with pictures of people than with the actual people themselves.
- More recently, Grandin (1996) who describes her own life with autism, wrote: ‘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. When somebody speaks to me, his words are instantly translated into pictures.
.. the majority of recently reported screening measures for autism include at least one item related to imitation.. using video as a medium reportedly improves stimulus control and attention to the behaviors being modeled.(Sturmey, 2003).
.. using VM .. may require less expertise, be easier to ensure instructional consistency, be less labour intensive and more cost effective in the long term.
Nevertheless, VBI procedures are still in their theoretical infancy and more research is needed to ensure such procedures are carried out effectively and reliably.
There are significant differences among .. specific focus of intervention type.
There are significant differences among .. specific focus of intervention type.
videos .. personally created by the instructor, as opposed to commercial software or feature films.
Video Feedback (VF) .. participants viewed their own previous performance (including both positive and negative performances) via video.
Video Modeling(VM) .. with a model (peer or adult) performing the target behavior.
Video Self-Modeling(VSM).. is similar to VM, except that participants themselves serve as the model.
Feed Forward videos represent a level of performance not yet attained
Subjective Point-Of-Viewpositive self-review, the participants are recorded .. and edited to remove any behavior that is not positive in terms of the target behavior.
Interactive video instructionSubjective point-of-view videos .. are filmed from the perspective of the person actually performing the target behavior.
Computer-Based Video Instruction‘multimedia’. .. for interactive presentation of media (including text, music, pictures and video footage) to participants.
Interventions were categorized into
five different model
types: adults;, peers; self, point-of-view and mixed model approaches and which included videos, such as:
- subjective point-of-view videos which showed hands or other parts of the model’s body
- videos that did not show the model at all.
- other as model’ and ‘self as model’
- videos showing a variety of model types (adults, peers and self)
- a Disney movie
Effectiveness of video-based interventions
While differing in focus, five reviews unanimously described applications of VBI as successful,
... leading to positive intervention effects overall.
for social skills and functional skills
... promotes generalization of target behaviors to other settings
... positive generalization occurred for social communicative behaviors, functional living skills and perspective taking skills.
... video modeling is more effectively than live modeling in promoting acquisition and generalization of adaptive behaviors
Social acceptability
Because watching videos is acceptable across all social boundaries, VBI procedures can be seen as a socially valid and a relatively non-invasive approach to the treatment and education of individuals with developmental disabilities such as autism.
.. the literature suggests a demonstrated high level of social validity.. (and) practicality
Factors which contribute to the relative practicality of VBI.
- The ability to accurately repeat the instruction and provide consistency of modeled behavior
- The increasing availability and usability of digital video equipment are
- Less staff time is required and thus fewer, long-term costs
VBI procedures are commended to the teachers, careers and practitioners who work with individuals with disabilities, and particularly those with autism.
Can we predict whether an individual is suited to VBI?
There is no definitive evidence indicating who would and would not benefit from VBI, nor is there research in support of measures for predicting participants’ success with VBI (Mechling, 2005).Individual characteristics, such as visual processing and language skills as well as rates of problem behavior, may influence the effectiveness of VM interventions.
.. this field still lacks predictive tools, measures or indicators that.. have been empirically evaluated to predict success .. and are suitable for use in conjunction with the various procedural types and for a range of target behaviors.
.. this field still lacks predictive tools, measures or indicators that.. have been empirically evaluated to predict success .. and are suitable for use in conjunction with the various procedural types and for a range of target behaviors.
If VBI is to be a useful part of the repertoire for educators and other professionals,It would be of great practical benefit to be able to predict whether an individual would or would not benefit from such approaches
What other independent variables might promote intervention effectiveness?
Many questions remain unanswered.
