Intro to Video Self Modeling – Part 1

The idea of using images or videos of appropriate behavior in hopes to get individuals to replicate that behavior is a rather common strategy used today. We see it anywhere from exercise tapes to instructional videos. An adaptation of this strategy that you may not see as often is known as video self modeling (VSM), which allows individuals to see themselves perform a behavior. This behavior may be something the individual already knows how to do or a completely new skill set that he or she needs to learn.

According to Dowrick (Hitchcock, Dowrick & Prater, 2003) Video self modeling was first seen back in the 1970s when Creer and Miklich used it to help a boy improve his social skills. The idea was that role-playing would increase the boy’s social skills, so the researchers video taped their progress. To their surprise the role-playing had next to no effect, but when the boy viewed the video of himself doing the role-playing he started having success.

Much has been done with VSM since that point, but the outcomes continue to show the same promising results. VSM has been used successful with helping selectively mute students carry on conversations, helping autistic students to break out of their patterns, assisting with individuals and students transitioning to new places and much more.

Basically there are two types of video self modeling: Positive Self Review and Feedforward. The difference between the two is that positive self review is used to review a positive behavior that the student already knows how to do. Think following the directions, or getting to class on time and sitting down quietly. These are behaviors that a student has probably already performed several times before, just not repeatedly. By using positive self review, the teacher can catch the student performing the behavior correctly on video, then show the student the video of him or her performing the behavior.

Feedforward VSM is a bit different in that it is used to show a video of a student performing a behavior they currently have not done before. Sounds difficult huh? It can be, but doesn’t have to. All it requires is a little creativity. Let me give you an example. A friend of mine who works with VSM quite often went to assist with an autistic student who was bothered by several things. For example, if he were to hear a student screaming it would set him off. My friend, along with the student’s teachers, talked the student into sitting quietly and doing some work while the video camera was rolling. After catching a couple of minutes worth of footage, my friend was later able to capture audio of his daughter screaming and insert it into the video. After editing out any non-positive behavior, the autistic student was able to watch himself sit quietly and do his work even when loud screaming was occurring. Data was collected and the negative behavior was immediately reduced after the student watched the video.

Lucky for us, VSM has now become much more affordable and easy to do than ever before. There is no longer a need for thousands of dollars worth of equipment. Many times the result you are looking for is only a video camera and some free software away. To learn how to get started look for the Part 2 of this Video Self Modeling post.

Free Screen Magnifier

I just came across a free screen magnifier called iZoom for PC’s that looks like a great option for students with visual impairments and those of us over 40 who keep sliding back from the computer screen to read e-mail!

I used it for about an hour and it has a lot of the same features found in the expensive magnifier we typical buy for students. It is easy to control with hot key commands and also has a screen reader. The reader part is limited but I have not fully explored that option. You can download the free version 1.1 from Issist a company based in Ontario Canada.
They also have version 1.2 which has enhanced performance and cost $79. Another cool thing they have which seems to be the up and coming technology allowing people to have mobile USB access on a flash drive anywhere they go is called Zoom2Go, it cost $249.

I will be interested to see if anyone else has been using this magnifier and how it is working out, post a comment to this site or e-mail me at gerald.abner@jessamine.k12.ky.us

- Gerald Abner, AT Specialist, Jessamine County Schools

Assistive Technology vs. UDL

I’ve asked students in a class I’m teaching to identify what they think the difference between Assistive Technology and Universal Design for Learning is. After a bit of research they all seem to be right on track, but I notice quite often while in the field that not everyone understands this difference and I believe it is important that all educators take the time to learn it.

So, let’s start with a definition of Assisitive Technology from the Tech Act of 1998. It reads that AT refers to any “product, device, or equipment, whether acquired commercially, modified or customized, that is used to maintain, increase, or improve the functional capabilities of individuals with disabilities.” It has recently been updated to say that it does not include surgically implanted devices (read: cochlear implants).

Basically this means that any item can be considered AT if it helps increase, maintain or improve the functional capabilities of individuals with disabilities. An important part of that definition includes the words “individuals with disabilities.” AT must be considered for all children with an IEP. This is the job of the IEP team. This doesn’t mean that AT isn’t useful for students who do not have a disability, but it does mean that it doesn’t have to be considered or allowed for students without an IEP. An example is a text reader. If a student needs a text reader to access the curriculum, it should be noted on his or her IEP in the appropriate place and be made available at all times (including testing). Other students who do not have an IEP may prefer having text read to them as opposed to reading it themselves, but teachers are not required to allow this and many state assessments will not permit it either.

This is a good time to make the leap to Universal Design for Learning (UDL). UDL is all about creating a flexible curriculum that provides access for all students. I once heard it put that AT removes barriers for individual students and UDL prevents barriers from being there in the first place. I like this definition. UDL is more of a concept or teaching practice. It’s similar to differentiated instruction and is not something you can touch like AT. UDL has three basic principals:

1. Multiple Means of Representation – represent information to students in a variety of ways
2. Multiple Means of Expression – let students express themselves (demonstrate their knowledge) in a variety of ways
3. Multiple Means of Engagement – choose activities and provide content in a way that engages students in different ways.

I also call UDL good teaching. UDL recognizes that there is no such thing as a “regular” education student and that all of us learn in different ways. So if I am an audible learner, let me listen to the text if that helps (this doesn’t mean forgo teaching reading skills, it is just a way to provide equal access for your students and help engage them). When teaching a lesson, use lecture, video, small group and individual discussion, blogs and interactive websites, etc… When it comes time for your students to demonstrate their knowledge of the content, give them ownership. Let them choose from a variety of options or create their own as long as it demonstrates that they’ve mastered the content.

I could go on about this stuff forever, but for now just know that UDL and AT is not an either/or situation. UDL will help many of your diverse learners gain better access to the curriculum. This may include having what we traditional call assistive technology readily available for any student to use. Other students will still need specific assistive technology, like communication devices, wheelchairs, etc… to help access the curriculum and daily functions. By using UDL and AT together, all students will not only have better access to the curriculum, but will also find learning an engaging process that they will never forget.

I know UDL is a tough concept for some. Knowing the basic principles are one thing, but putting them into practice is another. Therefore I will try and post more UDL strategies and ideas in the future.

Another Free Graphical Organizer

Anyone who knows me knows that I am a huge fan of open source software. Not only is it typically cheaper (usually free), but many times I find it to be less buggy and provide greater support when needed through forums and discussion boards.

For the reasons mentioned above, I recommend for everyone to give FreeMind a try. This graphical organizer program will compete with the best of them, but I must warn that there is a learning curve. After you play with it a bit, check out it’s help section, which gives all sorts of information related to what you can do with it.

Free Virtual Magnifying Glass

I’m all about free software, so when a friend showed me the virtual magnifying glass 3.3 and told me it was free, I knew I would have to hurry and post it for everyone to see. I’ve posted a screen shot from the website below. As you can see it’s just like having a magnifying glass to hold over your computer. I prefer it over the built in magnifier that Windows provides. I should note that this is only for Windows (98-XP) and Linux. Sorry Mac users. Download your copy at by Clicking Here.

Free Graphical Organizer

Graphical Organizers are great tools for students who require additional supports with written expression, comprehension, and many other areas across the curriculum.

When thinking of graphical organizer software, the first item that comes to mind is Inspiration or Kidspiration (www.inspiration.com). Other similar software includes Spark-Space and the new fact mapper that is a component of Read and Write Gold version 8.0 and above. All of these programs are great, but purchasing a site license for Read and Write Gold or paying $60-$70 a copy for an Inspiration or Kidspiration can add up quickly. That is why I wanted to devote this post to tell everyone about a free alternative to pricey graphical organizer programs.

Cmap Tools from the Institute for Human and Machine Cognition (http://cmap.ihmc.us/) allows users the benefits of graphical organizer software without the price tag. Granted, the program isn’t as user friendly as some of its competitors and may not sport as many pictures, but overall the software performs the majority of tasks as other programs and then some. For example, Cmap Tools not only allows you to create your own concept maps, but also allows you to look at thousands of other users who chose to share their concept maps through the program.

Take a look at it and see what you think. It may take some getting used to, but I think it will pay off in the end.