2-14-13 lca for dpi pst ebp · 2/5/13 3 benefits for individuals on the spectrum • controlled –...
TRANSCRIPT
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Lights, Camera, Autism!
Using Video Technology to Enhance Lives
& Support New Behavior
Presented by: Kate
McGinnity Autism Consultant
2/14/13 DPI/CoP Conference
Our definition of Video Technology for today
For us, this means utilizing
technology that contains pictures that
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Utilizing Video Technology: What are the different mediums?
– Home made movies – Purchased movies – Power Point Presentations – Television – Movie clips – Video and Computer Games – iPad, iPodTouch, and other electronic handheld
devices
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Let’s not be limited by mediums
While certain uses will dictate a specific medium be used, most of the uses will carry over between mediums, and be useful for the mediums of tomorrow.
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Why is it so useful for people
on the spectrum?
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Benefits for individuals on the spectrum
• Repetition of materials
• Many already posses skills needed to access the technology
• Borders – focus attention
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Benefits for individuals on the spectrum
• Controlled – No surprises – Sensory – No social expectations
• Video technology allows us to teach without the “distraction of human interaction”
» (Neumann, 2004)
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Benefits for individuals on the spectrum
• Allows for supports that do not stigmatize • Many individuals with autism think in
pictures
”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.”
Temple Grandin, 1995
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What Does the Research Tell Us?
• Research has found that the use of video modeling (including self modeling and peer modeling) can have a great positive impact in the areas of social communication, daily functioning skills, and academic performance on children with various disabilities (e.g., Apple, Billingsley, & Schwartz, 2005)
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Research
• The National Teacher Training Institute found that ALL students learn more when television and video are incorporated into teaching. – Students are more engaged – Students learn and retain more
(From NTTI Survey of over 1100 elementary, middle, and high school students, 2003)
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Research
• IN FACT… – Video modeling was shown to be more
effective then in-vivo (live) modeling. It had faster rates of acquisition and was more effective in promoting generalization (Charlop-Christy, Le, & Freeman, 2000).
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Now for some definitions
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Video Modeling
Video modeling is an instructional process of videotaping behaviors in a specific way in order to develop the ability to memorize, imitate and generalize those behaviors.
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Video Self-Modeling
A means to educate an individual by viewing of themselves on video, with the intention of teaching a novel skill
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Feedforward
• Specific type of video modeling • Video of individual engaging in the act of
completing skills not yet learned • A way to introduce a new skill or
behavior
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Positive Self Review
Reinforcing an already known skill
to improve performance or fluency.
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Preparation or Transition Video
• Videos shot with the intent of preparing an individual for an upcoming transition
• Shows the viewer possible settings, people, noises, ect. found in new environment
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Desensitization Videos
• Using videos to help an individual to overcome fears or (sensitivities) by allowing them to access videos that are the target of the fear.
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USES of Video Technology 1. Teaching new skills
2. Neurological supports
3. Communication supports
4. Teaching others
5. Promoting competence & enhancing lives
Today, we’ll focus on using video technology to support new
behaviors:
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Remember:
“The happier someone is, the less challenging behavior they exhibit.”
-Gary Lavigna
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Enhancing Life and Promoting Competence
• Personal History • Happiness is… • Calming Images • Celebrations and Important Moments • Affirmations • Interviews • Connecting with Others on the Spectrum Hammer, Ladson & McGinnity, 2011
Happiness is….
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Things I Love
by Megan
Disney Movies
Vanilla Cupcakes
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My Bean Bag
The Playground
Pink Tennis Shoes
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My Mom
Affirmations
• Power Point by Amy
• Applications – Affirmations! – Affirmations
BY AMY
I AM THE BEST I CAN BE!
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I am free to make my own choices and decisions.
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When I believe in myself, so do others.
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I am a unique and a very special person
and worthy of respect from others.
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I express my needs and feelings
I want to call my mom and dad. I need to take a walk.
I am happy.
I am sad.
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It is enough to have done my best.
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I am my own unique self I am special I am unique I am wonderful
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I am flexible and open to change in
every aspect of my life.
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My mind is filled only with loving, healthy,
positive and prosperous thoughts.
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Behavior
• Student gets stuck on movies in his head. . .
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Help to Access
• Power Point: – “When Movies Get Stuck in My Head”
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When Movies Get Stuck
in My Head A Story for Monty
Sometimes movies or thoughts get stuck in my head.
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When this happens, it is hard for me to focus on anything else.
This is a plan that can help me to stop the movies or thoughts.
1. A “movie”, a picture, or a thought gets stuck in my head.
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2. I can picture myself pressing the “pause” button
3. I can take five deep breaths.
1 2 3 4 5
4. I can press “play” on a different movie. A movie that makes me
happier.
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5. I can watch this new movie quietly, in my head, for a couple of
minutes.
6. I can get back to work.
This should help me to get unstuck.
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Behavior
• Student’s voice is either too loud or too quiet for the setting. . .
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Volume of Voice
• PPT for voice volume levels
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HOW LOUD CAN MY VOICE BE? By Kailey
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When I am at school, there are several different rules about how loud my voice can be. My teacher has a chart that lets me know how loud I should be.
Level 1: No talking When my voice should be at a level 1, there is no talking. Some times I need to be at a level 1are: • DEAR time • When my teacher is talking
• When I am taking a test
This is what Level 1 sounds like:
Level 2: Whisper Voice When my voice should be at a level 2, I can whisper. Some times I need to be at a level 2 are: • During partner share • When I am in the library
This is what Level 2 sounds like:
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Level 3: Speaking Voice When my voice should be at a level 3, I can talk in my talking voice. Some times I can be at a level 3 are: • At lunch in the cafeteria
• During group time for math
• When I am asking my teacher a question
This is what Level 3 sounds like:
Level 4: Loud Voice When my voice should be at a level 4, I can talk in a loud voice. Some times I can be at a level 4 are: • In gym class when we are playing games
• In music when I am singing a song
This is what Level 4 sounds like:
Level 5: Outside Voice When my voice should be at a level 5, I can yell. Some times I can be at a level 5 are: • Outside playing with my friends at recess
• When we play games for gym outside
• At football games
This is what Level 5 sounds like:
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Using my volume levels chart My teacher is very happy when I use my volume levels chart. I can earn bonus bucks when I have my voice at the right level. I love earning bonus bucks!!!
Behavior
• Student is unable to enter the family’s camper. . .
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Grandma Rules!
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Grandma still rules!
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Behavior
• Student does not use the locker/cubby independently. . .
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End of the day locker
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Behavior
• Student has difficulty with transitions. . . .
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Transitions
• Paul’s Power Point of Transitioning to Middle School
• Power Point on Moving • Northside Video
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Transitions
• To assist the individual in making the transition
from elementary to middle school with as much ease as possible, being able to carry over and access the full breadth of their current skills (movement fluidity, social and communicative as well as academic).
• Can also be used when transitioning room to room, building to building, house to house or job to job.
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Paul’s 6th Grade Schedule
Going to School
This is the door you will use to enter Nikolay Middle School everyday.
The Office
This is the office. You see it first when you come into school.
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This is Mrs. Weston. She works in the office.
Principal!
Mr. Smith is the middle school principal. He has the same job as Mrs. Frey at the elementary school. You will see him every day in the halls. He works in the office.
Hallway!
This is the 6th Grade hallway. It is where your locker is located and where you will go between classes to get your materials.
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Science
You go to Science everyday for first hour. It is taught by Ms. Klein in room 208.
Math
Everyday you have Math Class 2nd hour. It is taught by Mrs. Horgan-‐Geis in room 214.
Exploratory Class
Everyday during 3rd hour you have your exploratory class. You have a different exploratory class each quarter. First quarter you have Art which is taught by Mr. Bettenhausen (we just call him Mr. B) in room 216.
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Language Arts
Everyday you have a Language Arts block during both 4th and 5th hour. We don’t know who’s going to teach Language Arts next year because the current teacher is retiring and they have to hire a new one.
Lunch!
ANer 5th hour everyday you have lunch and then recess. You will see the lunch room each day when you come in the school. It is right past the office.
Whenever you get hot lunch, someone from the office will scan your name so you can get lunch.
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Lunch Line
This is the lunch line and the Lunch Ladies. In middle school, there is the usual hot lunch line and another line with special foods. You get to decide which line you get your food from.
Choir!
After lunch and recess, you have alternating classes for 6th hour. On Mondays, Wednesdays, and even Fridays you have choir which is taught by Ms. Czechowitz on the bottom floor in room 107.
Band!
On Tuesdays, Thursdays, and odd Fridays you have band during 6th hour. Band is taught by Ms. Kilian on the bottom floor.
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Geography
For 7th hour everyday you will have Geography in room 210.
Geography is taught by Mrs. Baldauf.
Physical Education (Gym)
For 8th hour each day you have alternaVng classes, like 6th hour. On Tuesdays, Thursdays, and odd Fridays you have Gym class. Gym is taught by Mr. Brezenski (we also call him Mr. B) on the bo[om floor.
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In middle school you have to change clothes for gym in the locker room. You have a small locker with a different combinaVon from the locker you have for normal classes and keep different clothes you wear for gym in your small locker. ANer gym, you change back into your normal clothes
Study Hall
On Mondays, Wednesdays, and even Fridays you have Study Hall in room 323.
Your Study Hall is taught by Ms. Buya[ and Mrs. Doyle.
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If you have good grades in middle school, you can go to the library for Study Hall. You can just relax and read a book, or work on homework. If you have a project in a different class that you’re working on, you can go on the computers to work on that, too.
The End of the Day!
ANer 8th hour, you will go back to your locker and get anything you need at home that night and then leave the school through the same door you came through. (following this slide are slides relevant for later on in the year)
Exploratory Class
For your second quarter exploratory, you’ll go to the Computers Class which is taught by Mrs. Johnson in room 319.
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Exploratory Class
For your 3rd quarter exploratory you have Tech. Ed. which is taught by Mr. Andersen in room 102. You go here everyday for 3rd hour during 3rd quarter.
Exploratory Class
For your 4th quarter exploratory you have Spanish class which is taught by Miss Lewis in room 324. You go here everyday during 3rd hour for 4th quarter.
Jennifer’s move to a new
house
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I’m Moving
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I am moving to a new home.
I am moving to a new home on October 18, 2011. I will be living with 3 new roommates. I will have staff there who can help me with things I need to do. I am excited about my move. My mom and dad will still live at my old house and I can visit them sometimes.
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My Bedroom
This will be my bedroom where I will sleep. I get the top bunk on the bunk bed. I am excited to be sharing a room with a roommate. Her name is Cheryl.
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The Kitchen
This is the kitchen where I will get help make my supper and make my lunches for work. I will need help to use the stove to cook. There will be staff at my new home who can help me cook.
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The Living Room
This is the living room in my new home. I can watch TV or play games in the living room. My favorite game, Monopoly will be in the cabinet in the living room. Susan is a staff at my new home who will play Monopoly with me.
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The Backyard
My new house has a nice backyard. I can sit outside in the summer and watch the birds. I will be able to put up a bird feeder so I can watch the birds come into my yard and eat. I love birds.
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My Job
Even though I am moving to a new home, I will still be working at my same job at Walgreens. Mr. Clark is still my boss and Mr. Joe will still drive me to work everyday. I really like my job at Walgreens.
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I am excited to move to my new home.
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Northside Elementary
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Behavior
• Student has a meltdown every time someone uses microwave, or if the student thinks someone is going to use the microwave. . .
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Be
MEET ZACHARY…
Behavior
• Student has a meltdown when it is time to write. . .
• Or, student is perfectionistic about writing and erases/rewrites until there is a hole in the paper and then the meltdown comes. . .
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Daily Oral Language
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Behavior
• Student is verbal, but doesn’t interact with his friends. . .
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Watching Scripts Ahead of Time
• PPT-conversation starters
• Carley’s scripts for “Lunch Bunch”
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Watching Scripts Ahead of Time
Lunchroom – StarVng a ConversaVon
GreeVng
Choose One:
“Hi”
“Hey”
“How are you doing”
“Hi” “I’m good” “”Hey”
Or something else
WAIT for my partner’s response…
StarVng a ConversaVon
Choose One:
“What did you think of that _____ test?”
“What did you do last
night?”
“Did you see that game this weekend?”
Partner will answer the quesVon. Or make a
comment.
They might ask another quesVon.
WAIT for my partner’s response…
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Keeping the ConversaVon Going
• NEXT TIME….
LUNCH BUNCH
Things that Tara and I have in common: • We both like horses. • Social Studies is both
our favorite class. • We both like to
swim.
TARA
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Questions I can ask Tara: • Did you go horseback riding this weekend? • Are there any new horses at the stables? • Did you go to swim practice on Sunday? • What was your fastest time in the butterfly? • Are you interested in what we are talking about now in Social
Studies?
Questions Tara may ask me: • Did you go horseback riding this weekend? • What was your fastest time? • How is your butterfly coming along? Is it any easier yet? • Have you dove off the blocks yet? • Did anything funny happen to you at school lately? • Is your dad out of town?
Things that Nicole and I have in common: • We like to watch
movies. • We both have a
dog. • We are on the
safety patrol together.
NICOLE
Questions I can ask Nicole: • Did you watch any movies over the weekend? • Did you go to the movie theatre? • What is your favorite movie that is in the theatres right now? • How is Sebastian doing? • Did you have to issue any safety patrol tickets this week?
Questions Nicole may ask me: • Did you get to the movie theatre this weekend? • Are you waiting for any movies to come out? • How many more weeks until you go to see Harry Potter at
Universal Studios? • Did you buy any new games for your iPad?
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Behavior
• Student has difficulty reading emotions and pragmatic language in others. . .
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Reading Facial Cues/Pragmatics
• Lion King
• Seinfeld “Close Talker”
• Sheldon “Understanding Sarcasm”
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Lion King “Understanding Emotions”
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Seinfeld “Close Talker”
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Big Bang Theory “Understanding Sarcasm”
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Behavior
• Student has difficulty taking the perspective of others. . .
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Perspective Taking
• Photo series using Photogene application
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Behavior
• Student is dependent on verbal cues. . .
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Washing Hands
• Power Point PresentaVon
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Washing Your Hands
ANer I flush the toilet,
I wash my hands.
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First, I turn on the water.
Then I wet my hands.
Next I get soap
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I wash my hands
I turn off water.
I get a paper towel.
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I dry my hands.
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HOW TO STEPS:
• Picture Goal(s) of video • Consider your audience
– Length of video – Perspective shot from – Need for continuity
• Shoot video • Develop schedule for viewing
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TOP TIPS FOR VIDEO MODELING AND VIDEO SELF-MODELING • Technique is most effective if you are teaching only
one or two steps further then where the individual is currently functioning
– When a behavior is too far ahead, learner is less likely to gain the skills shown in the video (Baldwin & Baldwin, 1986)
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Learners are more able to imitate models who are closer to themselves. The more similar the model is to the learner, the more likely that the learner will imitate. (Kornhaber and Schroeder, 1975)
• Skills • Age • Status • Physical appearance
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• Learners are more likely to imitate people seen as competent. (Dowrick and Jesdale, 2001)
• Learners are more likely to attend to video models that break down complex tasks into smaller steps Kazdin, 2001 – Video should only target 1-2 steps at a
time
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Behavior
• Student doesn’t participate in IEP meetings. . .
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Introducing…Me By Aaron Emery
(with a little help from my Speech Therapist, Mrs. Fuse)
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Thank You!!!
Kate
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