Video modeling and visual schedules Discussion

Video modeling and visual schedules Discussion

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Please keep the questions separate.

1. Discuss the implications for using video modeling to teach, prompt, and cue behavior. Provide an example of a behavior that could be supported or maintained using video modeling.

2. Visual schedules and behavior thermometers are examples of assistive technology tools and visual supports that can cue frequency and intensity of expected behavior and provide strategies and cues for self-management. Give an example of a behavior that could be improved, increased, or maintained by the use of a schedule or thermometer. How could it be used in multiple settings (i.e., classroom, specials, lunch)?

Respond to student disscussion board:

(jerico) Last school year I used a visual schedule as an assistive technology to help an 8th grade student of mine to self-monitor and complete work during his altered school day. This student had a history of work refusal, refusing to come to school/truancy and physically aggressive behaviors. One of the goals we had for him was “Given a self-checklist visual schedule, “Yoda” will go from not following a school schedule/routine (0% of the time) to checking and marking his schedule and transition to his next class /activity with staff support in 80% of daily opportunities by his next annual IEP, so his visual schedule followed him to every one of his classes/activities. To help reinforce “Yoda”, each checkmark (he changed it to a smiley face) he earned, he was able to earn 5 minutes of electronic time at home as all electronics and privileges around electronics had been removed from the home to help motivate Yoda to attend school.

(Shane) Visual schedules are an important part of my ASD students daily life at school. My student that has trouble with transitions needs to have a visual schedule with himself to be able to help him get to the place he needs to be. There is a visual schedule in my classroom, he has one in his folder, and one that he can keep in his pocket. This way, he can discretely look at the schedule in either his folder or his pocket for reference without the other students knowing he has it because he is self-conscious of what others think about him. These types of visual schedules help the student become independent and less reliant on adults to provide him with direction (Aspy & Grossman, 2012). Also, having the schedule in his pocket can be accessed in all the transitons throughout the day such as lunch, outside breaks, and physical breaks.