Can this skill be appropriately depicted in a video model?
Certain aspects of self-advocacy are more easily depicted in video than others. For example, it may be appropriate to depict step 2 within the self-advocacy process: Initiate a request for assistance. You can show what this looks like in step-by-step fashion for the student.
Have you task analyzed this skill to ensure that your video clearly depicts every key step that comprises the skill?
Break down the self-advocacy behavior into observable, explicit parts. Some elements of self-advocacy cannot be depicted in video (e.g., recognition of strengths, awareness of needs). Yet you can depict the behavior of verbally labeling the need to someone and advocating for support to address that need.
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)?