Can this skill be appropriately depicted in a video model?
For the student who struggles to tolerate change, a video model that shows only a single relaxation technique can serve as clear, concrete example that the student can observe. After watching the video, the student can practice that coping strategy.
Example of student reading a coping card:
This employee uses a coping card to help him deal with change. This is a good strategy to use. When he feels frustrated, he uses this card to remind himself that everything will be okay.
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Example of a student practicing muscle relaxation:
This video shows a series of muscle relaxation exercises. These exercises might help you to feel more calm and relaxed.
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Example of an employee counting to relax:
Counting (out loud or in your head) can be a good strategy to use when you need to calm down. Counting helps this employee calm down so she can get back to work.
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Example of a student using positive self-talk (mantra) to calm down:
This is an example of using a mantra as a coping strategy. She reads a statement from her coping card several times, and takes a deep breath to help her stay calm. Then, she is ready to go back to work.
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Example of a student practicing deep breathing & “smell the flower – blow out the candle”:
This is what we mean by "smell the flower, blow out the candle." Watch as she inhales deeply (smell the flower) and then exhales slowly (blow out the candle). This deep breathing exercise might help you to relax.
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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?
How might you incorporate the student, peers, yourself, and other instructors into a customized video model? Use the included videos as guides in creating a model that meets the student’s needs.
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?
It is important to design your video model so that it cues the student to his specific antecedents, behaviors or coping strategies. Using the video model in practice and role-play may lead to your adjustment of the model to assure that it addresses only the factors that are keys for that student.
Will the student be able to review the video just prior to expected performance of that skill (priming)?