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www.socialskillbuilder.com/newsletters                                                                    Issue #9, Summer 2009

 

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Jennifer Jacobs explains the science behind video modeling at the Georgia-Speech-Language-Hearing Association Convention in Atlanta in April.    
   

Social Skill Builder's
2009 Calendar

August
Penn State Conference, PA

October
New Jersey Autism Conference 

November
ASHA, New Orleans

December
Texas Autism Conference,
Corpus Christi, TX

 
   
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Not sure if one of the Social Skill Builder titles is right for you? Why not take a 30-day test run of the software and see for yourself! E-mail info@socialskillbuilder.com with 30-day trial in the subject line. We will send the details and a trial CD right away. Note: a credit card is required at the time of the order but will not be charged until the trial period has concluded. ♦		  

 

 

DIY Video Modeling

By Jennifer Jacobs, M.S. CCC-SLP, and Laurie Jacobs,
M.A. CCC-SLP

Video modeling, or observing language and behavior in real life scenarios on a screen, is a well established teaching tool to expand both nonverbal and verbal pragmatic skills. "It's one of my 'go-to' tools to treat children with social language challenges," says Karen Vinson, M.S. CCC-SLP, who works in Austin, Texas. Vinson uses available video modeling techniques in therapy; and she also creates her own video modeling tools. This is a growing trend among SLPs, especially in an era of tight budgets and limited resources.

The proof of video modeling success goes beyond the progress we see in our therapy sessions or the improving of once socially-awkward kids we see enmesh on playgrounds and in cafeterias. Research continues to support that video modeling is a way to improve social language and behavior. A recent University of Memphis study found that computer assisted instruction used along with direct instruction and role-playing "may improve social skills deficits in students."

For the past 10 years we have supplemented our independent speech pathology practices through our company Social Skill Builder by creating software-based tools for teaching social skills to children affected by language and learning difficulties. Many educators use video modeling tools as part of their therapy; however, we've found that a critical element to increasing social awareness and language is that the educator knows how to dissect its content so that the video is useful in building critical social skills.

While our products are a complete social skills curriculum, which offer a variety of interactive scenarios for preschoolers through adolescence of varying skill levels, here we will outline some basic guidelines for creating "Do It Yourself" (DIY) video vignettes. These are the same principles that we have applied to developing our award-winning, research-validated programs. We also discuss parameters for how to best teach pragmatic language skills through DIY video, an existing software program, or video from the internet for you to integrate as appropriate with your own caseload.

First, there is no need to rent AV equipment or invest in a particular technology to create a DIY video modeling tool. In fact, it's likely that all the equipment needed is part of something you use daily: a mobile phone and computer. Cell phones have similar quality of content as a video camera. Plus, they are convenient and easy to manage as many use a digital format that is transferable to the computer through an USB port; and editable through existing software programs such as Windows Movie Maker or iMovie. Finally, many contend that the popular Flip VideoTM is not only sleekly designed, but easy to use.

The primary rule of DIY video modeling for improved social language and behavior is that all of the scenarios present real people in real situations, rather than cartoons or other drawn images. If possible, include a cast of characters who are

DIY Video Modeling, continued on page 2

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www.socialskillbuilder.com/newsletters                                                                      Issue #9, Summer 2009
     

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My School Day Software Now Compatible with Vista, Mac

Social Skill Builder's My School Day software, which teaches appropriate behavior, peer interaction, and the rules of an elementary school setting, is newly updated to be Vista and Mac compatible. This enhanced interactive CD contains more than 350 video sequences of students interacting in their school environment, four ability levels, motivating reinforcement games, automatic score tracking and multiple customization options. For more information, visit www.socialskillbuilder.com/newsletters. ♦

Questions From the Clinic

Dear Laurie:
Thank you for a wonderful course on video modeling from www.speechpathology.com.  I have reviewed your products and look forward to using the My School Day videos. 
 
A question in regards to producing our own videos. I will be working at a public school (K-2) where I want to put an emphasis on the social skills program school-wide including video-modeling. Can you give me some advice on a permission form or how you approach the need to maintain confidentially of students in SPED as well as permission from their peers?
 
Thank you.
Andrea Serrano

Dear Andrea:
I am so glad that the course was helpful. Typically I look for a form that the school has sent out at the beginning of the year asking parents’ permission to video tape/photograph their student for school purposes. Usually the school will keep a list of the students who do NOT have permission and obviously avoid those students. Once that is acknowledged, I would notify the administration of the project and the parents of students who are going to be the peer models. Perhaps changing their names is another way to maintain confidentiality.

Usually typical-peers parents are happy to see that their student is helping out in such an important way. I often start with the siblings of the SPED students if possible because the students and their parents understand why this is so needed. Good Luck!

Laurie

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Laurie Jacobs demonstrates Social Skill Builder Software at the April Council for Exceptional Children Convention in Seattle.

 

DIY Video Modeling
continued from page 1

multi-gendered and of varied ethnic backgrounds. While the video subjects don't have to be the same gender or race of the target student to be effective, it's important to demonstrate a balanced view of the community in which you live. It is critical to focus on facial and body expressions to convey both verbal and nonverbal language skills.

You will want to keep the video short at first (one minute maximum), with very little dialogue. Focus on one concrete skill for the video. Don't overload the student with too much action or too many choices. Also, be mindful of visual and auditory stimuli in the video. This includes obvious background distractions such as cars or other students talking, but also avoid "noise" such as character-emblazoned t-shirts that might distract a student, causing him or her to fixate on something other than the task at hand.

Finally, keep things positive. We've found that a little positive behavior can go a long way toward erasing negative behavior. Start with modeling the positive behavior that you want to achieve. ♦
  

Beyond the Basics
with Social Skill Builder Software

Hi, Laurie here to give you another tip for getting the most value from your Social Skill Builder (SSB) products.
 
For portable cuing of social situations, I often take a screen shot of an SSB video or picture to take into a student's own environment. For example, if a student is having trouble waiting in line, I will play the program with him and then print off the screen shots and take them with me into his own line situations at school. This will help him with carrying over the concepts learned in the program to his own waiting behavior. 

To print any picture or paused video simply press the function key + the print screen key (prt sc) buttons simultaneously. Then press the control + C buttons simultaneously to copy into a Word document. Then just print out as you wish. This is great for sequencing or producing your own tabletop activities as well. 

♦ ♦ ♦

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