Volume 2, Issue 157 (7-2019)
J Except Educ 1398, __(157): 49-58 |
Back to browse issues page
Download citation:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
Jalil-Abkenar S S, Ashori M. Video Modeling: Theoretical Bases, Types, Effectiveness, Application and Implementation Steps. J Except Educ 2019; 2 (157) :49-58
URL: http://exceptionaleducation.ir/article-1-1313-en.html
URL: http://exceptionaleducation.ir/article-1-1313-en.html
1- Ph.D. Student of Psychology and Exceptional Children Education, University of Tehran
2- Assistant Professor, Department of Psychology and Education of Students with Special Needs, Faculty of Education and Psychology, University of Isfahan, Isfahan, Iran , m.ashori@edu.ui.ac.ir
2- Assistant Professor, Department of Psychology and Education of Students with Special Needs, Faculty of Education and Psychology, University of Isfahan, Isfahan, Iran , m.ashori@edu.ui.ac.ir
Abstract: (2857 Views)
Background and Aim: Video modeling is a mode of teaching that uses video recording and display equipment to provide a visual model of the targeted behavior or skill. Types of video modeling include basic video modeling, video self-modeling, point-of-view video modeling, and video prompting. The evidence-based research suggests that video modeling can be effectively implemented with learners from early childhood through middle school. This practice may prove useful with high school age learners as well, though no studies were identified to support its use at this age level.
Conclusion: Basic video modeling involves recording someone besides the learner engaging in the target behavior or skill. The video is then viewed by the learner at a later time. Video self-modeling is used to record the learner displaying the target skill or behavior and is reviewed later. Point-of-view video modeling is when the target behavior or skill is recorded from the perspective of the learner. Video prompting involves breaking the behavior skill into steps and recording each step with incorporated pauses during which the learner may attempt the step before viewing subsequent steps. Video prompting may be done with either the learner or someone else acting as a model. In this article investigated theoretical base, type, effectiveness, application and implementation steps of video modeling.
Conclusion: Basic video modeling involves recording someone besides the learner engaging in the target behavior or skill. The video is then viewed by the learner at a later time. Video self-modeling is used to record the learner displaying the target skill or behavior and is reviewed later. Point-of-view video modeling is when the target behavior or skill is recorded from the perspective of the learner. Video prompting involves breaking the behavior skill into steps and recording each step with incorporated pauses during which the learner may attempt the step before viewing subsequent steps. Video prompting may be done with either the learner or someone else acting as a model. In this article investigated theoretical base, type, effectiveness, application and implementation steps of video modeling.
Type of Study: Review Article |
Subject:
General
Received: 2018/May/Wed | Revised: 2019/Dec/Tue | Accepted: 2018/Oct/Fri | Published: 2019/Dec/Tue | ePublished: 2019/Dec/Tue
Received: 2018/May/Wed | Revised: 2019/Dec/Tue | Accepted: 2018/Oct/Fri | Published: 2019/Dec/Tue | ePublished: 2019/Dec/Tue
Send email to the article author
| Rights and permissions | |
 |
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License. |
