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Video Modelling

‘Video Modelling’ learning and teaching resource utilises video examples to enable students to observe the actions of the demonstrators and then imitate them, with the aim of achieving mastery of the target behaviours. Research indicates that video modelling can effectively promote the training and learning of various behaviors and skills for students with special educational needs, and it is particularly helpful for students with autism spectrum disorder.
 

The videos (Chinese version only) are grouped into 7 themes , tabulated below:

  Click on the Themes to access the playlist

  Click on the Videos to play
1) Sit quietly and attentively
2) Listen to the teacher
3) Raise your hand before speaking
4) Take breaks when necessary
5) Behave in the library
1) Cooperate with others
2) Use effective speaking skills
3) Express interests
4) Find common interests
5) Attend to body language
6) Show empathy
7) Extend invitations
1) Accept criticism gracefully
2) Deal with setbacks and failures
3) It's okay to lose sometimes
1) When friends say “no”
2) Stay calm and composed
3) Think before speaking
4) Handle rejection
5) Be flexible and adaptable
1) Respect personal space
2) Keep hands to yourself
3) Wait your turn
4) Share with others
5) Return borrowed items
6) Respond to others
7) Seek help when needed
8) Apologise when necessary
1) Greet others
2) Say goodbye
3) Make eye contact
1) Play together with friends
2) Take turns playing
3) Play different games in rotation
4) Allow others to choose the game
5) Follow others' lead in playing
6) Clean up toys after playing

 Principles of Use:

  • Video demonstration materials can be used for individual intervention, group training, or regular classroom teaching.
  • The instructional design includes both negative and positive examples, and they should be used together, rather than only showing negative examples.
  • Before playing the video, students can be reminded to pay attention to the step-by-step demonstration of the target behaviours. If necessary, the video can be paused to discuss the characters' expressions, feelings, thoughts, behaviours, and related consequences.
  • When using video materials, it is recommended to combine them with other evidence-based support strategies to enhance effectiveness. For example:
    • Visual Strategies: Create visual cue cards from summary scenes in the videos to remind students to apply relevant skills in everyday situations.
    • Behaviour Rehearsal: Immediately after playing the video, have students imitate the target behaviours and practise them with the aim of applying them in real-life situations, promoting their mastery of the relevant skills.
    • Home-School Collaboration: After completing the instruction, assist students in generalising the target behaviours to different contexts. For example, share the video with parents for students to review at home.

Note:  School can create appropriate videos for students themselves. The specific production process can be referred to on the following teaching video: https://youtu.be/jl_W4oVppyw 


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