Can this skill be appropriately depicted in a video model?
Whereas the video scenarios in the Communication Systems element offered comparisons of appropriate versus inappropriate behavior to practice labeling, video models are used to illustrate the clear steps for appropriate performance. Video models can support instruction on this topic by providing examples of situations such as accepting an invitation, making a request in-person, calling a co-worker, and responding to a decline. The video model can illustrate both the verbal and non-verbal features that comprise the interaction. Showing the model before practice is likely to improve practice.
This video model shows how to respond to a co-worker’s invitation positively:
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This is the right way to accept an invitation from a co-worker. He looks towards his co-worker when his co-worker is talking to him. He responds to the invitation by saying, "That sounds great!" His tone of voice is friendly and upbeat.
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This video shows the steps of approaching a co-worker with a request. It shows the individual walking over to his co-worker, facing towards him, and using an upbeat voice:
This is an appropriate way to ask someone to hang out. He walks over to his co-worker, looks at him, and uses an upbeat tone of voice.
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Seeing how to respond to different answers in different situations is important. Here are video models for calling a co-worker to invite him to hang out. In the first video, the co-worker accepts; in the second video, the co-worker declines. Each video shows the appropriate response for the situation.
Here is what might happen when you ask someone to get together. Brian calls his co-worker and asks him if he wants to hang out this weekend. Brian’s co-worker says "Yes." |
Here is what might happen when you ask someone to get together. Brian calls his co-worker and asks if he can hang out this weekend. But, his co-worker already has plans. Even though Brian might feel disappointed, he stays calm and upbeat. This is the right way to respond to disappointment. |
Have you task analyzed this skill to ensure that your video clearly depicts every key step that comprises the skill?
Be sure the video model you create actually depicts the skill you are trying to teach. For example, should the video go through the whole process of evaluating the situation to determine if the time is right, approaching the peer, greeting the peer, making the request, responding to the peer, etc.? Or, should the model begin with the student verbally initiating with the peer? This will differ based on the student and how far along you are with instructing the topic. The important point is to make sure the video model is not too drawn out with too many steps, while ensuring it is not so simple as to overlook any of the steps of the targeted behavior.
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?
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)?