The first step in planning intervention is to identify and define the target behavior. This will also determine if video modeling is an appropriate intervention strategy to address the specific skills and behaviors you would like to target. Parents and practitioners should have a basic understanding of the targeted behavior and/or skill in order to determine if VM is appropriate. Understanding the behavior also will help the interventionist to specifically describe and define the behavior.
Review the toddler’s IFSP outcomes with the family and identify the priority target behavior or skill for intervention. VM has been found to be effective in changing many behaviors. However, the behavior or skill must be observable and measurable for monitoring whether or not the VM intervention is effective.
Observable behaviors can be clearly defined and should be recognized by anyone who sees the young child in the setting where the behavior occurs. It is important to consider allowing someone who is not as familiar with the child to observe the child when identifying or defining a behavior (including how frequently the behavior occurs and the duration of the behavior). A neutral observer can help you determine how apparent the beahvior is and how frequent the targeted behavior occurs.
Examples of observable behaviors that can be defined in order to collect data:
Some behaviors may be observable but difficult to define. For example, “Mary will increase her social skills with peers,” is not defined adequately. This definition is vague and does not explain how or to what extent. A better definition may be, “Mary will initiate interactions with peers by saying, ‘Hi,’ at snack time and during circle time each day without prompting from adults.” In the second example, the target behavior is clearly identified. Initiating interactions is the action, while saying “Hi” is observable and can easily be quantified or calculated.
Examples of other behaviors that are difficult to define and collect accurate data on:
Behavior must be measurable. A clearly defined behavior is important so that accurate data can be collected throughout the intervention process and the intervention’s effectiveness can be monitored (Sigafoos et al., 2007). Practitioners and parents need to consider where the targeted behavior occurs including its frequency and duration.
Oftentimes, IFSP outcomes are not written in precise measurable terms and may need to be rewritten. Or the IFSP outcome may be stated in broad terms. This likely will require that smaller and more defined “steps” or objectives will need to be written so that progress toward achieving the broader outcome can be monitored.
EXAMPLE
Let’s return to our earlier example, “Mary will increase her social skills with peers,”
As was mentioned, this outcome is not particularly observable. One could ask what social skills would be increased? And increase from what baseline level?
It was suggested that a restatement such as Mary will initiate interactions with peers by saying, ‘Hi,’ at snack time and during circle time each day without prompting from adults. would be more observable. The social skill is define in terms of “saying hi” to peers at snack time and during circle time each day. This restatement also addresses the measurability of the outcome. To achieve this outcome the toddler would have to say “hi” to peers daily and without prompting during snack time and circle time.
When evaluating an IFSP outcome, it is useful to ask yourself whether or not another interventionist would know what is being targeted by reading the IFSP outcome statement without reading or knowing anything else about the child or family. This level of specificity in terms of observability and measurability is exactly what needs to be stated in the IFSP outcome or objectives.