Can this skill be appropriately depicted in a video model?
Depending on what is driving the perseverative questioning (i.e., anxiety, awkward social interactions, narrow interest), your teaching approach will vary. Thus, video modeling will vary depending on what replacement behavior you are teaching. For example, you could use video modeling to show an appropriate way to cope with stress if the perseverative behavior is driven by anxiety.
Have you task analyzed this skill to ensure that your video clearly depicts every key step that comprises the skill?
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?
You could narrate the video, but in the very least, engage in a discussion of the video after it is filmed. Review the video together with the student. Pause the video and make comments as you go along. Check for comprehension. Use concrete descriptors to clarify what you like about what the “actor” is doing.
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)?