Joint Video Self-Modeling for Persons With Traumatic Brain Injury and Their Partners: A Case Series

Purpose Individuals with traumatic brain injury (TBI) experience impairments to self-regulation and social communication that strain relationships. Video self-modeling (VSM) provides visible and audible, tangible evidence of what they do well and what could improve. Conducting such training in the context of authentic exchanges with their everyday partners may support positive change in social communication. The present investigation sought to evaluate indices of improved social communication. Method A mixed-methods design was employed for this case series investigation. Quantitative measures include pre- and postoutcomes on goal attainment scales (GASs) and measures of conversational effectiveness. Qualitative measures include responsiveness to video-supported prompts, conversational behaviors, and metacognitive statements. Results Participants perceived gains on GAS of 3–4 SD s, as well as perceived improvements on the La Trobe Communication Questionnaire. Those gains were validated by gains on the adapted Measure of Participation in Conversation and Measure of Skill in Supported Conversation. Individuals with TBI and their partners reached consensus on most goals and postintervention La Trobe Communication Questionnaire ratings. Participants made accurate judgments about their behaviors at a high rate, given video review. Conversational behaviors and use of metacognitive statements varied across participants and conversational contexts. Field notes and session transcripts provide evidence that both dyads increased internalization of VSM goals and purpose. Conclusions Joint VSM shows promise as a method for eliciting accurate self-assessments among individuals with TBI and their close partners. Both dyads perceived positive gains in interactions within and outside their dyads. Furthermore, joint VSM and GAS appear to improve self-awareness and internalization of VSM goals and purpose.

Effects of Video Self-Modeling and System of Least Prompts on Completion of Transitional Routines for a Student With Extensive Support Needs in Inclusive Settings

Students with extensive support needs often require intensive individualized instruction across domains. Research suggests that students with extensive support needs can achieve greater independence when evidence-based practices are used to teach independent transitioning skills. This study investigated the effects of video self-modeling (VSM) and the system of least prompts (SLP) on independent completion of transitional routines for a student with extensive support needs in inclusive school settings. Using VSM and SLP, the student learned to complete three transitional routines with greater independence. Generalization of independent transitioning skills to music class was also measured. Results showed a functional relation between the VSM and SLP intervention and independent completion of transitional routines. The findings of this study provide several implications for practice for using VSM and SLP as a combined intervention to increase independent transitioning skills for students who previously relied on adult assistance to make transitions along with general education peers.

Video Self-Modeling for a Student with Dravet Syndrome: an Intervention Involving Parents During Covid-19 Pandemic in Italy

Video-modeling instruction (VMI) offers several advantages in increased efficiency, control over stimuli presentation, and logistical factors. These characteristics seem to be critical in helping families of individuals with developmental disabilities during the restriction due to the Covid-19 global pandemic in Italy. The purpose of this study was to investigate the effects of video self-modeling (VSM) on three different behaviors of a 12-year-old boy with Dravet syndrome. The boy's mother was instructed to use VMI through the use of role-playing and performance feedback to implement the procedure directly. A multiple baseline design across behaviors was used. The dependent variable was the number of correct responses for each behavior. Results showed that the procedure was effective in increasing the performance of the participant. Considerations were made related to the potential that a telehealth intervention could have in efficiency, sustainability, and parents’ involvement during and after the health emergency.

Video Self-Modeling for a Student with Dravet Syndrome: an Intervention Involving Parents During Covid-19 Pandemic in Italy

Video-modeling instruction (VMI) offers several advantages in term of increased efficiency, control over the presentation of stimuli and logistical factors. These characteristics seems to be important in term of helping families of individuals with developmental disabilities during the restriction due to the Covid-19 global pandemic in Italy. The purpose of this study was to investigate the effects of video self-modeling (VSM) on three different behaviors of a 12-year-old boy with Dravet syndrome. The mother of the boy was instructed to use VMI through the use of role playing and performance feedback in order to directly implement the procedure. A multiple baseline design across behaviors was used. The dependent variable was the number of correct responses for each behavior. Results showed the procedure was effective in increasing the performance of the participant. Considerations were made related to the potential that a tele health intervention could have in term of efficiency, sustainability and parents’ involvement during and after the health emergency.