Student Project- Adaptive Technology using VMI

Adaptive Technology for use with students with Autism Spectrum Disorder

Intro-

This project is the joint effort of Alicia Behan and Heather Gayton presented for the course Curriculum and Supportive Resources taken Spring 2012. 

Adaptive Technologies are used in schools to help facilitate learning for students who have difficulty learning. The focus of this project was Video Modeling Intervention (VMI). VMI is used to help students with Autism Spectrum Disorder (ASD) model behavior they are having a difficult time performing. For visual learners such as those with ASD may be helped by VMI (Ganz 2011).VMI helps the students socially to initiate play, communicate with peers and adults, and react to emergencies in appropriate ways.  VMI’s goal is to help students with communication skills. Students are to watch the videos that target the desired skill and the students can immediately after viewing, demonstrate the behavior. The immediate demonstration helps reenforce what is learned in the video.

The following steps are used to create videos for student use.

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This worksheet explains the steps necessary for a SMLS to complete the VMI process with a student. These worksheet were handed out during the lesson Alicia and Heather conducted. This worksheet was meant to help our colleagues by providing a reference and an essential question to facilitate class discussion.  

 

 

 

Some of the tools necessary to create a video for VMI process is a script. Our goal was to create a script that might be used by a student who doesn’t understand the socially cues for greetings. For example, Alicia would ask me (the student in the video) “How was your weekend?” It is possible a student ASD wouldn’t understand why the question was being asked, with a reply of “why do you want to know?” Not realizing Alicia was being polite. So we modeled in the script the socially common response of “I am well, thanks for asking.” 

Scripts- 

 

Another factor to keep in mind when creating a script are the characters, setting, and visual accessibility. ASD students using VMI as a learning tool need to see the characters are familiar and relatable. A student close in age and gender to target student is ideal. It gives them context and understanding. Also, the settings should be familiar as well, if possible in the actual setting the student is in. Videos should also be in a formate that students are familiar with. If the target student never uses VHS tapes, having the VMI videos in that formate would not be helpful.

 

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Parental permission is always important if you decide to use fellow classmates of the target student. It not only communicates to the parents what is being done but also opens the possibility of using the videos for a wider use then just the target student. Making sure this explicit in the permission slip is important.

Results for VMI and ASD

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VMI is not only a useful way to help students with ASD but is also easy to create. Creating VMI’s costs very little, just your time and a video camera. The process of making and then implementing is quick. Some of the benefits seen in Genz’s study were increas
ed independence, addressed social issues, and student’s learning performance increased.

References:
Ganz, J. B., Earles-Vollrath, T. L., & Cook, K. E. (2011). Video Modeling: A Visually Based Intervention for Children with Autism Spectrum Disorder. TEACHING Exceptional Children, 43(6), 8-19.

———–
Heather Gayton, Masters of Information Science 2012, Intern Delaware Branch of the Albany Public Library, heathergayton@gmail.com
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