Overview

Video modeling is a teaching method that uses technology as the core component of instruction. Video modeling uses brief videos of either the individual being taught or other models (e.g., peers, siblings, etc.) performing some target skill/behavior or sequence of skill/behaviors. Then the learner watches the video before practicing the target skill/behavior. Very often the same technology is used to record and show the video (e.g., smart phone, iPad, etc.). In this module you will learn about the foundations of video modeling, the evidence-base that supports its use, why this practice matches well with autistic characteristics and strengths, and most importantly, how to plan, implement and evaluate video modeling interventions.
- What's Included
- 30 pages
- Pre/post-assessments
- Optional $15 certficate
- Define video modeling.
- List at least 5 reasons why video modeling is a good match with ASD characteristics, preferences, strengths, etc.
- Compare and contrast the different types of video modeling and explain when you could use each type.
- Describe the steps in planning, creating, using and evaluating video modeling with students with autism.
- Summarize the evidence-base for using video modeling with autistic learners.
Module Authors
Paul LaCava, Ph.D.
Paul LaCava, Ph.D., is an associate professor of special education at Rhode Island College in Providence. He directs two graduate programs and teaches both undergraduate and graduate courses in elementary and special education, assessment, research methods, and autism. He is also the research coordinator at RIC's Paul V. Sherlock Center on Disabilities. LaCava has published and presented numerous times on topics such as positive behavior supports, ASD historical perspectives, social-emotional methods, evidence-based practices, and technology.
Modules on this site are always free. If you would like proof of completion, you can purchase a certificate when you have successfully completed this module. The certificate will provide contact hours for this module.
Graduate credit for courses is available through OCALI's partnership with Ashland University. Access information about course options and semester dates in the Search.
Continuing education credit from providers such as ASHA and NASW is in progress. For questions contact ceu_info@ocali.org.
Important: If you are an Ohio Early Intervention or Early Childhood provider, this module has received the Ohio Approved (OA) Designation.
To receive credit, please enter your Ohio Professional Registry OPIN in your Profile. If you do not know your OPIN, or you need to create one so you receive Ohio-approved training, visit occrra.org. When you have completed an approved module, you will submit it to OCCRRA by following the prompts provided.