Can this skill be appropriately depicted in a video model?
Deciding when to help in various situations is a surprisingly broad and abstract concept. The situations where the student might help are always changing. The beauty of the video model is its precision in showing a positive example. In this case, the video model might only show one example of ‘help’ and therefore not be as useful a tool in assisting the student in seeing when to help. The social narrative, the script card, the list or graphic may prove more helpful in clarifying a process for helping.
Who will you use as “actors” in this video – will the targeted student be included in the video?
On the other hand, a video model involving the student can be a great tool in positively illustrating ‘giving suggestions.’ Set up a situation on video in which someone is doing a task that represents one of the student’s strengths. Provide narrative that points out that the student knows about this problem and thinks he can help. Then the narrative notes that he is taking a deep breath and asks, “I know something about that. Would you like a suggestion?” Then the other person says “No, I am okay.” The student then stops and waits. The narration notes that he is saying to himself, “I know how to do it but this is not my problem. I will be a good friend and let him do it himself.”
Have you task analyzed this skill to ensure that your video clearly depicts every key step that comprises the skill?
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)?