Behavior Skills Training with Voice-Over Video Modeling
A 10-minute voice-over video plus BST reliably teaches adult staff to run video-modeling social-skills sessions with near-perfect fidelity.
01Research in Context
What this study did
The researchers trained four adult staff to run video-modeling social-skills sessions for kids with autism.
Each adult got a 10-minute voice-over video plus brief Behavior Skills Training.
The team then tracked how well the adults ran the sessions and if the kids learned new social skills.
What they found
All four adults hit 90-a large share fidelity after the short training.
The gains stuck for at least four weeks.
When asked to teach brand-new social skills, the adults still nailed it without extra help.
How this fits with other research
Taber et al. (2017) showed a single 5-minute video can boost staff attention to students. Day-Watkins adds BST and shows the same brief format works for complex social-skills sessions.
Wilson et al. (2020) proved video modeling helps teens with autism learn cooking. Day-Watkins flips the lens: it shows how to train the adults who will run those videos.
Piraneh et al. (2022) used video modeling to teach toothbrushing to school-age kids. Day-Watkins extends this by showing adults can learn to deliver any video-modeling lesson after one tiny training package.
Perry et al. (2022) taught faith-community skills with video modeling plus prompts. Day-Watkins shows you can skip the extra prompts if you first train staff with BST plus a voice-over demo.
Why it matters
You can train a new staff member to run high-quality video-modeling sessions in under 15 minutes. Use a 10-minute voice-over demo plus quick BST. The adult keeps the skill, generalizes to new lessons, and you save hours of in-person coaching.
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02At a glance
03Original abstract
The present study used behavior skills training (BST) to teach three adult participants to implement a video modeling intervention aimed at teaching social skills to adults with autism spectrum disorder (ASD). During baseline trials, participants were given access to written instructions before role-play with two actors (who simulated a quiet conversation) and one confederate (who played the role of an adult with ASD). During treatment, participants were given a video model with voiceover instruction depicting how to implement the video modeling intervention to teach social skills, repeated roleplay trials, and feedback following their performance. All participant scores (percentage of steps correctly implemented in each session) increased from baseline to treatment, and generalization was demonstrated with an actual consumer diagnosed with ASD. Additionally, after training participants to use a video model to teach one social skill, there was generalization to teaching as many as three additional novel social skills. Participants showed maintenance of skills during a treatment study that involved training adult clients with ASD to engage in the social skills.
Journal of Organizational Behavior Management, 2018 · doi:10.1080/01608061.2018.1454871