Can this skill be appropriately depicted in a video model?
Your goal may not be to depict every step within the process in one video model (response generation, response repair, etc.). In many cases, it would be advisable to focus on one back and forth exchange (one person makes a statement, one person comments appropriately); then add to that incrementally. Avoid devising a video that depicts too many elements and too many exchange sequences within one video.
This is an example of a two–sided conversation. Jerry is still talking about his choice of conversation topics, but he is including his co-worker in the conversation by asking her questions. Notice how Jerry takes a turn talking, then his co–worker, then Jerry, then his co–worker. They are each going back and forth doing the talking. The other person is looking at Jerry, responding in a pleasant tone of voice, and asking questions. These are all signs that she is interested in what Jerry is saying.
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Does your video clearly depict every key step that comprises the sub-skill of emphasis?
Who will you use as “actors” in this video – will the targeted student be included in the video?
Will you shoot this video from the perspective of the student (first person) or from the third person perspective?
Will you narrate the video?
Given the skills you are targeting, narration is not likely to be effective unless you pause the scene, then narrate what occurred, and then resume the scene. Talking over the actors who are interacting with one another is not the right approach, of course.
How will you ensure that the student experiences opportunities to not only review the skill via the video model, but to also engage in repeated rehearsal of the skill across multiple contexts?
Will the student be able to review the video just prior to expected performance of that skill (priming)?