Research Tuesday- Video Modeling and iMovie (Part 1)

At my recent presentation at Nova Southeastern University, we reviewed research around video modeling and how this speaks to use of the app iMovie (free for devices after Oct, 2013/$4.99). For this reason, I am happy to discuss this material today as part of Research Tuesday.

In researching this topic, I was happy to find a recent meta-analysis (Bellini & Akullian, 2007) that looked at a range of published studies on video modeling (VM). Here are some details of that study:

• The authors emphasize the importance of evidence-based practices in treating autism and the sense of urgency around helping these clients and students to make progress. Single-subject research is defined as EBP when it involved defined practices (methodology and context) that are "implemented with fidelity," resulting in "the practice...functionally related to change in dependent measures," and that the results around the practice be replicated in at least 5 peer-reviewed journals. The study also emphasizes the importance of social validity, meaning that the practice have "social importance and acceptability" from the point of view of the client.
• The study describes video modeling as grounded in Bandura's social learning theory and defines it as "demonstration of desired behaviors through video representation of the behavior." The intervention around VM typically involves watching the video demonstration and then assisting the student in imitating the behavior in context. In video self-modeling (VSM), the student observes himself in video successfully performing a behavior, related to Bandura's concept of the motivation factors around "self-efficacy."
• The meta-analysis examined 29 studies involving VM and VSM applying selection factors (publication in peer-reviewed journal, participants with ASD, focus on VM and VSM for functional behavioral outcomes alone or in combination with other interventions, other factors) and identified 23 studies meeting their criteria. Examining these 23 studies found moderate intervention, maintenance and generalization effects for the methodologies (less generalization found with VSM). Statistical analysis involved application of PND (percent of non-overlapping data), a statistic often used for analysis of single subject designs, for the purpose of establishing these effect sizes. Use of video modeling was also noted as promoting learning factors such as attention and motivation.
• The researchers go on to give specifics about each study, as well as categorized studies according to focus on social or functional (life) skills. For example, in one study, students were supported with prompts to use the skill of requesting items during play, and these prompts were edited out for the video used for repeated viewing by the children. Editing out "hidden supports" is a subcategory of VSM known as video feedforward, according to the article. In this study the 4 participants were found to have a substantial increase in spontaneous requests for toys and items after the intervention. Many other examples are given in the meta-analysis.

A few points in the authors' discussion particularly interested me. As it was written in 2007, the article emphasized the technical expertise required to edit the video footage, particularly in techniques such as feedforward. With the availability of mobile apps for video editing, this is not so much a factor anymore. Additionally, the authors suggested therapists use a storyboard or script, then record the child or children engaging in the desired behavior. I find this a great suggestion as it places video modeling in the context of a larger therapeutic and language process, particularly for higher functioning students who can participate in the storyboarding and planning phase of the activities.

For some practical ways to apply video modeling with pre-made videos in your work, see my recent post for Mindwing Concepts, where I particularly focused on strategies of using situational analysis and story grammar during and after viewing activities.

In next week's post, I'll be looking to back up what I said above about the relative ease of recording videos and editing out prompts (feedforward), in a discussion of iMovie.

Bellini, S, & Akullian, J. (2007). A meta-analysis of video modeling and video self-modeling interventions. Exceptional Children, 73 (3),  pp. 264-287

I will be presenting in the Washington, DC area in September for the Center for Communication and Learning, LLC- hope to see some of you there! Click here for details.

Note: author is a paid consultant for Mindwing Concepts, Inc, for the provision of blog content as relates to the link above. 

mARch: Create Rooms with SnapShop

SnapShop Showroom (free) is a fun little app that allows you to create and save rooms using furniture from many well-known realtors such as IKEA and CB2.  You can use their limited background library, a saved picture from the web (as I did below) or a picture from your camera- the fact that you can snap your current surroundings and then put furniture in it is what makes this app augmented reality:

This video shows an earlier version of the app in action. The above shot shows it works great on iPad as well.

Language Lens:
This would be a nice app to use with older students or adults as well as young ones. The category of furniture can first of all be developed with this app, as well as descriptive attributes such as size, shape, color and function. Additionally, as the app is essentially for shopping (don't worry, you won't accidentally purchase a sofa during a therapy session) pricing information is provided, which would be a great context for a life skills activity around budgeting.

The iPad as a Window...

Picking up a caseload of, say, 35 kiddos can be a bit daunting.  You do your best to schedule and group, read IEPs, and then you have your first sessions.  Actually working with the kids is at once a reminder of why we do this work, and also sort of scary...that many kids at that many different grade levels and developmental zones- I have found my iPad to be a huge help.

An app can provide a language-enhancing activity, but it also can provide a window through which you can assess the child and decide where to go next. In my first couple of days of therapy, I found Smarty Ears' House of Learning to be an invaluable interactive context in which I got to know many of my students better.  House of Learning lets you choose from 12 scenes-various rooms of a home, and also a classroom-and then position a huge array of objects and people within the scene. The app allows you to customize families in a multicultural manner, and when tapped, each object in the scene or scene menu is named aloud, though this feature -my one constructive criticism- is a bit robotic and could be improved (though certainly, you'll be doing much of the talking). The ability to change the position and poses of people in the app provides the opportunity to develop verbs, play skills, concepts, sentence formulation and preposition use, while the variety of rooms and objects available is a great context for vocabulary and category growth.  The app was pretty much a universal hit with the kids I tried it out with, and while they were engaged, I got a lot of information about:

Endurance/attention span: How long the students stayed engaged helped me get a sense of therapy planning.  Some students added one or two objects to the room and attempted to switch to a different room, while others happily decorated for much of the session.  This let me know how many activities I might need to plan within a session: a lengthier activity that hits on many goals, or more discrete tasks?

Level of structure: Some students will be able to independently do "hands off" the app in order for you to use House of Learning as a direction-following activity, while others will need more physical structuring (e.g. visually presenting the screen while delivering the direction, then providing physical access).

Social interaction: A valuable window into a child's social skills can be provided by using an app such as this. Do they focus only on the screen or establish joint attention with you, commenting and questioning? Are they able to respond to your comments and questions while using the app?

Syntactic, semantic and organizational skills: Students' ability to respond to your suggestions or comments about specific items or items in a categories can be gauged with an app such as House of Learning. What they say (or don't say) when using a visual exploration app can be hugely revealing! Additionally, the end result can say a lot about the student's organizational skills and, well, their ability to accept cueing:

This room...

vs. this room...

House of Learning by Smarty Ears is available in the App Store for $6.99.  This iPad-only app is activated by tapping and dragging items into the scene, and will operate without WiFi connection once installed. Overall, in addition to being a great informal assessment activity, I am sure it will serve as hours of therapy and fun!

Make Your Own Backyard Paradise

Make Your Own Backyard Paradise is an interesting, if totally strange, interactive from PBS. Students can select a background and choose from various objects in nonspecific categories (Thing-a-ma-bobs, Doo-Dads, Whatchamacalits), arrange, resize and rotate them to create a potentially absurd scene.

Language Lens

• Naming the objects in various categories could serve as a good word-finding and description activity.
• Arrangement and resizing of objects provides a good opportunity to work on spatial and temporal concepts.
• Discussion of why certain objects go well or look silly in the scene will contextually prompt causal sentence structures.
• The category names of the objects could help students with word retrieval difficulties become aware of nonspecific language.
• The "Letter" category could be used in a phonemic awareness activity.

Happy 4th! And Canada Day...

We all have trouble describing what fireworks do, and are limited to comments like:

"OOOOOOOOOOOOOh" or

"I like how that one did the squiggly thingie"

The Firework Display Designer from i-Board Interactive (I have no idea why it is under the category of Religious Education) gives us (and our students, of course) a way to simply customize and describe a fireworks display to celebrate the holiday.  You can make choices of color, "bang," speed, timing and tilt, thus working on important concepts and descriptive skills along the way.  Check it out and have a blast this 4th! Computers are certainly safer than real fireworks...

Thanks to InTec InSights for pointing out this resource.

Directions with Goggs

This week I posted about the importance of directional concepts for understanding curriculum, and presented a complex website for older students. I thought this would be well-accompanied by a younger cousin of that website (again from the UK), the BBC's Landscapes, hosted by their friendly alien (I think) Goggs. The Landscapes website reviews compass directions with animations, a mnemonic, and practice using NSEW to move Goggs around a campsite and then a maze. If you really want to delve into the language of maps, there are further lessons on topics such as symbols/keys and scales.

Also featuring some fun dialectal substitutions such as "torch."

Cardinal Points

Often our kids have trouble with left and right, let alone the compass points.  I always do some activities with kids as these concepts become important in 2nd grade, but they stay important throughout the elementary, middle and high school years.  How is one to understand the early American's exploration of the West without the sound concept of West? Our 4th grade curriculum in Social Studies is completely organized by cardinal directions: "Now kids, we are moving on to learn about the Southwest..."  Huh?

Cardinal Points is a cool site that, though a little confusing even to me, provides a complex activity that could be used to target these concepts, perhaps with upper elementary, middle- or high school students.  The site has two interactive lessons in which you manipulate a virtual compass to navigate and gain directional information about a location in England.

Language Lens

• Activities around this site could be ideally accompanied by use of an actual compass (perhaps the one on your iPhone) to navigate the school.
• The specific directions that need to be followed to complete each lesson make this resource a great context to work on comprehension.

New Logo!

I want to thank my friend Greg Nasca for designing the new banner you see at the top of the blog. The original one was something I whipped up with my limited Photoshop skills (from both a design and technical standpoint), and his revision really amped it up and made it shiny, while keeping the font and color scheme that I loved. Thanks Greg!

iMovie for iPhone 4

Huh, I just realized this is my 101st post! Cool.

I have been a big fan of iMovie on the Mac ever since I had to learn it really quickly and stressfully to produce a slideshow for my Dad's retirement party. Ever since then I have found it, in its various iterations (we are now on iMovie '09) to be a pretty intuitive way to produce a nice movie. At my elementary school, I became known as "the slideshow guy," and that moniker has followed me up to middle school, though in truth I usually use iPhoto to arrange the photos and music in a way that looks much harder than it is. When Apple announced they were releasing a version for iPhone, I thought that seemed logical and a great idea.

I gave the app ($4.99 at the app store) a try last night, using some of the snapshots I have taken this year to update families in my weekly emails home after private practice group sessions. It was, again, way easy to use. You can pick from 5 "themes" that affect how the photos or video are displayed, with accompanying titles and music. Problem is, I could not get the title editor to come up though I tried following the directions exactly. Anyway, I am sure I/they will figure that out. You can use the theme-based music or anything from your iTunes library. It was midnight and I made this while lying in bed (ha!) so I didn't persist in trying to make anything too fancy. I LOVED that I could upload it directly to YouTube, skipping the plug-into-computer steps necessary with Flip video and other pocket video cameras.  This is a montage of photos related to therapy, including:
-A "goodbye" picture a student drew for me. I love it because he so clearly associated me with Story Grammar Marker, which shows that he "got it"
-A picture I sent to a parent to show how we were using Thememaker magnets to learn the difference between the text structures of List and Sequence.
-Several images on how we were using The Incredible 5-point Scale in therapy
-A map of a local Dunkin Donuts I made before a group community trip in order to talk about the "schema" and expected behaviors for that location.



Language Lens
Movies like this one are much simpler to make than you think! A short movie can emphasize work, concepts, and events to parents or students and would be very motivating to watch. iMovie for iPhone can be used to produce social stories and scripted role-plays, or to provide video feedback on session behaviors. It's a great tool for SLPs!

What about you?  What is your experience with iMovie and using video in therapy.  How would having iMovie on your phone be helpful to you?

You might also be interested in:

A Picture is worth a thousand words.

Who?

What to do with our kids with social cognitive deficits who have trouble establishing "reference," such that you or their peers don't really know whom they are talking about?  On the flip side, what else can we do to cue the ones who spend hours and hours in spaces with other human beings and retain no information on them, perhaps even neglecting to to learn the names of teachers and other oft-seen peers?  Check out my post on social thinking and the story grammar element of character, over at the Mindwing blog.

According to the FTC guidelines, I will disclose with each of these cross-posts (and in other references to Mindwing products) that I have a contractual relationship with Mindwing as a guest writer. In no other instances am I compensated to review or endorse products or technology resources (i.e. websites).

Got my iPhone 4!

I don't know how many of you are caught up in the madness excitement that is the iOS4/iPhone 4 release, but I sure am.  My device is a 3G, so this is a big upgrade, not only to the video features that I didn't have, but also new amazements such as multitasking.  I put my 3G up to the new operating system on Monday, and was impressed by some of the new things that it could do, but mostly frustrated by what it couldn't.  I was lucky enough to get through and order my iPhone 4 last week, and it came today (a day earlier than for anyone who has to wait at an Apple Store tomorrow, which by the way I wouldn't/couldn't have done).  Soon I will have a post about what all this means for SLPs who have an iPhone 4 that can access everything in the new operating system, but for now I will just share with you the joy of...unboxing!  And it's nice now to be able to have my old 3G serve basically as an iPod touch, so I can hand it around to kiddies with a little less nervousness.

So to the unboxing:



How about you all?  Thoughts on the releases?

I'm into acronyms.

What makes a program, app, or website a good resource for speech and language intervention?  Please check out my post over on ADVANCE- I wrote there about the FIVES criteria, something I totally made up but seems to work for me! Enjoy...

FREE App Today: Tales2Go

At IEP meetings each year, when parents would ask, "What can we do at home?" our team's responses inevitably included reading to/with the child and having the child listen to audiobooks. Audiobooks serve some pretty clear language-enhancing roles such as:

-Exposure to complex language, vocabulary and sentence structure that exceed what the child could read and comprehend independently.

-Providing a motivating context to build auditory comprehension.

-If accompanied by the book itself, fostering reading fluency.

-Scaffolding of children's experience so that they can access

the books their peers are reading without becoming frustrated, thus (hopefully) continuing or developing a love of reading.

All this said, access to audiobooks traditionally has been logistically tricky. They are expensive, and public library offerings could be limited, only on tape, or necessitating a CD player, etc.

A great option for families is now on the iPhone/iPod Touch, and is FREE today from the App store. Tales2Go will offer you a free app today,

and free 30-day trial subscription (after that it is a whopping $2/month) for their service, which offers streaming audio of children's books from a wide variety of genres. I tried it out and it works great! Hope you will check out this great app, highlighted today on Momswithapps.

The 50 Worst Inventions

Sites don't need to be all flash-animated and drag-and-drop in order to represent a good context for therapy. Time Magazine's recent 50 Worst Inventions is a case in point. The site presents a hysterical array of bad ideas in the form of a clickable list, often followed by great images and YouTube clips of commercials for the products, which range from HeadOn (Apply Directly to the Forehead!) to the Comfort Wipe (don't ask) to the Segway. I have used similar lists with groups of students who just love talking about marketing successes and failures, whatever their skill level.

Enjoy vio (I can't make an upside-down i on this computer). It's Coke's brainchild- "carbonated flavored milk." Ew.

Some of the topics could benefit from a quick Google so your students get the full picture of, say, what Microsoft Bob operating system was all about. But that's easy enough!

Language Lens:

• The site's descriptive text and video provide a great opportunity to develop information mapping skills and other comprehension strategies.
• Real world connections can be used to develop background knowledge and schema.
• A possible extension activity could involve students creating their own "bad idea" inventions, or oral presentation "commercials" for these products.

PLNs and Keeping our Brains Moving

I finished my SLP master's in 1999.  I don't know about you, but I sometimes worry that all the content I learned at that time is being eradicated by less important clutter in my brain, such as reality TV show plots, others' Facebook status updates, etc.  One very positive movement in educational circles aims to promote more useful brain-stuffing- I am speaking about the development of Personal Learning Networks or PLNs.  If you are reading this post, you sort of already have one. Hi! A PLN refers to the set of interactive resources we follow and participate in, whether they be blogs, Twitter feeds, and even your Facebook news feed, depending on what you put in it.  I'd like to discuss PLNs more at a later time, but let me recommend one fun and interesting blog here, You Are Not So Smart.  This rather humorously titled blog discusses popular social psychology, and often hits on topics related to communication.  You might be especially interested in recent posts on fake smiles and narrative memory.

Describing by Parts

Playing with Plants and Animals is a cute resource for younger students from the e-Learning for Kids site. The activity has two sub-sections in which you reconstruct a plant or animal according to its parts.

Language Lens
This activity could be a good supplement or tool to teach students the strategy of describing an object according to its parts.

Save your Skin

In these months where the sun's strength is at its peak (at least in the Northeast), Save your Skin could be a nice language activity. The activity provides information about the sun's rays and chemicals used in sunscreen, then lets you "mix" up a sunscreen and test it out.

Language Lens

• In addition to promoting healthy sunning habits, understanding of cause-effect, and reading comprehension strategies, Save your Skin would connect to curriculum areas around energy/light, chemistry, and human anatomy.

Technical Note: This site uses the Shockwave Player, and appears to work better in the Firefox browser on Macs.

Reduce Reading Distractions

Apple web browser (also available for PC) Safari 5 was released yesterday, and has a nice new feature that reduces ads and other distractions on pages that contain articles. Though images related to an article are clearly helpful to our students, having one's brain pulled in a million different directions definitely is not. This feature only works on article-based pages, though I have no idea how it determines when to work (probably RSS linked)- you will know you have the option when the page fully loads and you see the Reader button at the far right in the address bar.

So, looking at an article in the Boston Globe from this morning, here's the webpage view:

And here is the view after activating Reader:

Very cool. If you are not at all a Safari person, a similar effect can be created with a simple install of the bookmarklet available at Readability.

Wonder Pets! Save the Day

Wonder Pets! Save the Day is a cute interactive arcade-style game from Nick Jr. that would be a good activity for kindergarten-level students. Players get to choose a mission- an animal needs to be saved-dress the pets, assemble their boat, and rush to the rescue! The arcade controls are extremely forgiving, so it's unlikely that you or the kids would get frustrated. Some odd music here- I wonder if the Wonder Pets! should burst into song quite that much, but I bet kids would love it.

Language Lens

• This activity relates to a number of curriculum-based categories younger kids need to learn, such as animal habitats and living vs. nonliving things. Additionally, part-whole relationships and basic categories such as clothing are targeted.
• The arcade game provides a good opportunity to model spatial (up/down, right/left) and temporal concepts (before/after).

Now Guest Blogging for Advance for Speech-Language Pathologists and Audiologists

Advance for Speech-Language Pathologists and Audiologists recently posted on Facebook looking for guest writers for a new blog about school-based issues and I threw my hat in the ring! My first post, about the role of technology in "contextually relevant" interventions, is up there today. Please go check it out here!