Step 1.5 Create the model and record the video

Now that we have identified the equipment needed to record the video and have practiced with the equipment, the actual video needs to be planned. The finished product (the video model) is your intervention; therefore, attention to the selection of the model, preparation of the model, and arrangement of the environment are critical planning features.

a) Identify and prepare the model

As previously discussed, there are different models who can be included in VM. However, we will only address basic video modeling— adult in this module.  Remember, in a basic VM intervention the targeted behavior in the video is demonstrated by a peer or an adult. Here are some suggestions to consider:

• Determine the behavior.
• Make sure the targeted behavior or skill can be modeled by the adult or peer.
• If a peer is not available, the parent, a sibling,  or another adult can model the behavior.
• Decide whether or not a script will increase the likelihood of a successful recording.
• Determine who will appear in the video model. If a peer, one of the same age is ideal.

Select the Model 

Selecting the model is an important step when creating the video. There are several individuals that should be considered including parents, grandparents, or providers (childcare providers, early intervention providers). Older siblings, such as brothers or sisters, are also great individuals to demonstrate specific tasks. However, the first choice should be the parent if they are comfortable with helping to create the video. If parents feel uncomfortable in this role, the early intervention provider can serve as the model for the first video, then as the parent(s) get comfortable they can be supported to assume this role.

Prepare the model

Give the model time to practice the skill. It is likely that additional practice may be required if the model will be using a script or demonstrating a specific skill using items such as toys or puzzles. Remember, the video model (peer or adult) should be able to easily demonstrate the target skill appropriately for the toddler who will watch the video.

Consider using a script

A script tells the model what they need to say or do during the taping process. For example, when developing a basic VM for young children or toddlers, the peer or adult model may need some assistance to remember what to say during the taping. Scripted responses or verbal behavior may be used to increase the likelihood of video recording appropriately modeled behavior. Scripts should be developed before the video taping process and can be rehearsed a few times prior to the actual recording.

Since peers or toddlers may have limited language development, scripted statements can consist of two or three words phrases.

b) Arrange the environment for recording the video

The adult who is recording the video should arrange the environment so that the model can successfully and clearly demonstrate the targeted behavior. Arranging the environment involves:

• setting up the camera
• arranging the room or designated space
• organizing toys or other necessary items to demonstrate the task
• minimize distractions

The video recording should take place in the most natural setting. It is important to use the equipment during the recording that will be used during the intervention by the targeted child. Remember to setup the camera in an ideal location to capture the targeted skill or behavior being performed so that the toddler can clearly see the steps. If audio is required for the video modeling intervention, test out the recording equipment beforehand to make certain it can capture the audio clearly. If it cannot, you may need to consider adding an external microphone. Also double check to make certain the microphone function on the recording equipment is turned on.

c) Record the video

Now that everything is in place, it is time to record the video. Videos can range in length depending on the skill or behavior targeted. An ideal length is approximately 2-3 minutes therefore the initial recording should be 3-4 minutes to allow for editing.  Here are some additional suggestions to consider when creating the video:

• Practice once before recording
• Review the script or steps of the task analysis
• If possible, use a tripod to stabilize the video recording devise

• Start the recording a few seconds (10-15 seconds) before demonstration of behavior

d) Edit the video

Once the video is recorded take a moment to review what has been recorded. The video may need to be edited to remove any errors, particularly removing prompts or added cues (beyond naturally occurring cues). First, try to determine if there is anything that will take away from the focal point of the video, which is an accurate model of the desired behavior or skill.

Video editing can be difficult for novices depending on the video format and their technical experience. If editing is too difficult, seek assistance from a more experienced individual or identity a self-help tutorial that may be available on-line.

e) Add additional features (optional)

Two additional features can be added to increase the likelihood of successfully learning the modeled behavior viewed on the video.

• captions, titles, or headlines (only useful for readers)
• voice-overs

Voice-overs may be used to further support the video and increase learner comprehension (Sigafoos et al., 2007). Voice-overs might include narration of the steps (e.g., “I wait in line. I use a spoon to take the food I want to eat.”), or to describe the target behavior (e.g., child picking up toys). Doing voice-overs requires additional time for recording and editing, then applying it to the video intervention. So, consider whether or not voice-overs are really necessary.

f) Upload (transfer) the video to a viewing device

Once the video is created and edited, it must be available to the young child so that he/she can watch the video (Sigafoos et al., 2007). Picking the right device is based on resources that are available. Remember, some devices and software are not compatible or the video may be difficult to transfer or play from one device to another (e.g., recording with Apple brand devices may not load on to PC-based devices).

After transferring the video to the viewing device, check to make sure the video plays successfully.

The table below shows some situations that may occur after uploading the video. If a problem persists after several attempts to work through the solutions listed below, consulting with a more experienced individual may help.

TROUBLE SHOOTING VIDEOS

Problem	Possible Solution
Are you unable to upload the video to your viewing device?	Check to make sure that the video file is compatible with the software you are using.
The video volume is too low or there is NO sound.	Check the volume on your device.
Are you having problems editing the video?	Check to see if your video editing software supports the video format.