Promising Practices for School-based Settings
VSM interventions hold promise as a short and intensive way to work with a child on specific academic and behavioral skills. In a literature review of VSM studies, Hitchcock et al. (2003) identify studies in which VSM is used in school-based settings. Using the readily-available tools described in this article, short-term intervention projects can be undertaken by the classroom teacher, educational assistant or tutor. Video self modeling interventions can be used for students who are already identified for special education services and with students who are at-risk or struggling with specific academic or behavioral skills.
VSM is an evidence-based strategy that can be used within Response to Intervention models. A VSM intervention, such as the one described in the introduction can provide an intensive short term one-on-one intervention for a tutor and student. In a three-tier RtI model, VSM can be used in Tier 2 or Tier 3 to provide student assessment with a classroom focus and intensive instruction that includes progress monitoring (Smith & Okolo, 2010.) This strategy can be implemented quickly and efficiently, employing the services of an educational assistant or tutor. Along with acquisition of target skills, VSM can result in increased confidence and motivation and improved behaviors that accompany a sense of success.
Since the time Elaine and Carlo worked together, Carlo has returned to his classroom and is benefitting from instruction with his general education peers. Elaine said, “Well look at you, now you can read!” Carlo was delighted with his videos and asked to take them home to share with his family. Elaine was pleased with her new technology skills and has planned additional VSM interventions to help other students achieve target skills.
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