Untitled Quiz

Video modeling involves the learner observing a video of someone incorrectly performing a target behavior or skill.​

• True

• False

Of the types of video modeling, which one shows a peer or adult model performing the desired skill or behavior?

• Basic Video Modeling

• Video Self-Modeling

• Point-of-View Modeling

• Video Prompting

Which of the following statements describes why video modeling is such an effective practice for use with learners with ASD?

• Individuals with ASD tend to be visual learners, many having visual strengths. VM is visual.

• Youth with ASD may have difficulty focusing on relevant cues. Videos can highlight important cues.

• Video modeling is consistent, repetitive, and provides structure, all elements that are important for many learners with ASD.

• Using tablets, I-phones, I-pads, computers are typical experiences for all learners today. The use of videos in learning is usual, familiar, and typical.

• Video modeling does not involve social demands for the student with ASD.

Select the prerequisite skills needed for video modeling to be effective. 

• Imitate others’ behaviors​

• Perform some of the component skills that make up the target skill/behavior

• Sustain attention long enough to watch the video model perform the target skill/behavior

Select the two evidence-based practices most frequently used with video modeling.

• Prompting

• Visual Supports

• Time Delay

• Reinforcement

When beginning to use video modeling, how often should the learner receive reinforcement?

• Every time the learner performs all or part of the target skill or behavior.

• Every other time the learner performs the target skill or behavior.

• Every two times the learner performs the target skill or behavior.

• After a predetermined length of time the learner performs the target skill or behavior.

When analyzing frequency performance data, it is important to:

• Observe and record any differences that occur in performance of the skill

• Make note of progress over time (a trend) even if there is some fluctuation in frequency

• Compare intervention data to baseline data

• All of the above

What is a possible reason for a learner to not show progress when using video modeling?

• The behavior is measurable and observable.

• Reinforcers are used that are motivating to the learner.​

• Too much time between watching the video model and performing the task.

• The learner has the prerequisite skills needed for video modeling.