Monday, October 8, 2012

Better online? Video modelling for line dancing and pronunciation

Clip art: Clker
Clip art: Clker
Video modelling is used extensively in many education and training contexts. The previous post sketched out reasons for using a video model to teach EHIEP techniques, rather than doing it yourself, "in person." (Even a video model of yourself on the screen is generally  better than you "live!" You can also, of course, get training videos from the "EHIEP Store" when it opens in Spring 2013!) For a number of reasons, the use of that procedure is also highly effective with autism. (See this summary by Twyman on "Autism Community" blog of a recent dissertation,  "The Use of Video Prompting on the Acquisition, Maintenance, and Generalization of a Line Dance by Adolescents with Autism Spectrum Disorders," by Gies at Ohio State University. In that study, the basic protocol was structured as follows:

a. View video segment   AND   b. Attempt to imitate
c. Error correction   AND   d. Reinforcement
e. Maintenance checks   AND   f. Generalization checks

Those phases could as well describe an EHIEP training protocol and follow up. (a) and (b) represent the initial introduction and training of a technique on video. (c) and (d) happen when a target sound is either presented or corrected in class. (e) is generally done as homework; (f) represents the (inevitable) recognition of change by either instructor or student. Notice "b" -- attempt to imitate. That is for many about all it takes, not mastery of the pedagogical movement patterns or the target sound initially. Don't take my word for it.  Ask Brad Paisley

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