Step 3 Monitoring Progress
The monitoring step provides information on monitoring progress of the video modeling intervention and fading the intervention.
Step 3.1 Determine the effectiveness of the video modeling intervention
a) Collect data on the toddler's performance of the target skill
The observer should determine how often the targeted behavior will be demonstrated over the course of the day and the length of time for the demonstration (e.g., the same length of time used during baseline observation).
Remember, each observation period is an independent event and should be recorded as such. The child may not be successful on their first or even second attempt.
b) Analyze the data
When monitoring the toddlers’ progress, it is important to observe and record any differences that occur in the performance of the behavior or skill. For example, is the young child making progress toward completing the task, or does the level of progress remain the same?
If there is not improvement after collecting monitoring data for three to five sessions (events or trials), refer to the no progress made hints below. Likewise, if only certain steps or a partial sequence of steps that demonstrate a more complex skill seems to improve, you may want to simplify the task. (See Step 1.2)
Step 3.2 Fade the video model
Once the toddler is consistently using the target behavior, fade the use of the VM. Fading the video allows toddlers to independently use and maintain target behaviors and allows them to use their newly acquired skill with different individuals or in new situations.
Adults should use one of the following procedures when fading videos:
a) Delaying start or premature stop
By delaying the start of the video or ending it before it is over, less of the video is shown. When the amount of the video is gradually decreased, the young child sees less of the video modeling. This procedure is maintained if the young child continues to use the target behavior successfully. At a certain point, the video can be stopped entirely. Once the toddler can perform the new skill independently, a new video can be made of the toddler actively performing the task successfully (video self model). This video self model could be reinforcing to the toddler. Toddlers enjoy watching themselves in picture and videos.
b) Error correction
This procedure can be used if a learner continues to make mistakes with certain parts of the target behavior or skill. Only the particular scene where the mistake has been occurring is played for the learner to re-watch and practice.
In the washing hands example, if the toddler correctly performs all the steps in washing their hands, except drying them once they are done, then the section of the video that shows them drying their hands would be the only piece shown.
Adults may allow the toddler to continue watching the video and point out specific skills that the toddler may have difficulty mastering. Using the washing hands example, the adult may say “look at how they are drying their hands” when it is demonstrated in the video.
Practice Scenarios: Monitoring Progress
Select either home-based or center-based scenario below. We recommend that you follow the same scenario throughout the module.When you have finished the practice scenario, close the file and return to the module to take the Knowledge Check.
VIDEO 1 of 2: Taking Turns with the Fish Puzzle
VIDEO 2 of 2: Taking Turns with the Shape Sorter
Knowledge Check
Question:
Why is it important to repeat the VM intervention after the first few trials?
Question:
What are some key factors to consider when intervening with video modeling?
Question:
What should you do if the toddler is not making any improvement?
Question:
Why should the video model be faded once the toddler shows a mastery of the targeted skill or behavior?
Question:
What if the toddler occasionally makes mistakes after watching the video model?
Summary for Video Modeling Module
In summary, video modeling is an evidence-based practice that has been demonstrated to be an effective intervention with toddlers and young children with ASD in addition to older children and youth.
View a video clip that was recorded during an exit interview of a parent conducted by the staff of the ASD Toddler Initiative Project. A mother of twin toddlers with ASD shares how useful video modeling has been for her and her sons.
VIDEO:
Parent Perspectives and Possibilities on Video Modeling
We believe that the perspectives and real experiences of this parent when using video modeling underscores the utility of the practice in supporting learning and development. This parent of toddlers with ASD continues to use video modeling to support learning at home and has shown others how to effectively use the practice in other settings.