Video self-modeling often succeeds in situations where other interventions have failed. We have found that people who participate in self-modeling not only enjoy viewing themselves doing things right, but they also learn and make changes from the entire process of creating a self-modeling tape.  Following are three examples of successful self-modeling interventions:

• Staying Safe with Strangers - Rachel learned to respond appropriately to strangers.
• Speaking Clearly - Jose greatly improved his speech fluency and eliminated his facial grimace.
• Managing Home Routines - Martin modeled his morning routine at home so he could get to school on time and well-prepared.

Staying Safe with Strangers

Rachel, an adult with developmental disabilities, had difficulty staying safe with strangers. When confronted by strangers in social settings, she would respond inappropriately. A common act for Rachel was to report to others that the stranger was "trying to rape her," even when the stranger was conversing in a polite, friendly manner. A self-modeling tape was created with several different scenes of Rachel responding appropriately to strangers in a variety of settings. Rachel was shown conversing with others in polite "small talk." When asked invasive questions, Rachel responded with "I feel that's none of your business." When asked outright threatening questions, Rachel physically removed herself from the stranger. Initially, Rachel viewed the tape three times a week for two weeks, and then occasionally during the following months. When a follow-up assessment was conducted over a year later, Rachel was still performing the behaviors she self-modeled on the videotape!

Speaking Clearly

Jose, a 16 year old high school student, stuttered whenever he was asked to speak in class. However, Jose's stuttering was unique. Whenever he experienced difficulty speaking, he exhibited a grimace.  After discussing the situation with Jose, his speech and language instructor created a self-modeling tape for him. First, Jose was asked to read passages from a book. His instructor provided coaching for him, sentence by sentence. Next, he was recorded reading each sentence a few times through, so that Jose's best recorded reading (with no stuttering) could be used to produce his self-modeling tape. The video footage was edited into a speech, with Jose in front of an audience reading a two paragraph excerpt from a book. In Jose's self-modeling tape, his speech was clear and contained no stutters or errors. After the two minute self-modeling tape was completed, Jose viewed it seven times in the next two weeks. Four weeks later, his speech and language instructor conducted another speech assessment. Jose's fluency level was rated at 90% and he no longer exhibited any facial grimaces. The self-modeling intervention made a big difference for Jose! 

Managing Home Routines

Martin is a nineteen year old student who experiences cerebral palsy and learning disabilities. Often, Martin was absent from classes, arrived late, or forgot his lunch, money, bus schedule and planner.  When he did attend school, his clothes were dirty and his personal grooming and hygiene were unacceptable. Martin's goal was to graduate from high school, then to obtain vocational training at a local post-secondary institution. Martin and his teacher thought a self-modeling video which showed him moving smoothly through his morning routine at home would help improve his school attendance, organization, and hygiene. His family was cooperative and Martin was willing to give it a try.

After planning the scenes and writing a script, the teacher visited Martin's home and filmed him following a pre-written checklist, including turning off the alarm and arising at 6:00 am, shaving, washing, choosing clean clothing from the closet, brushing his hair, eating breakfast, packing lunch and organizing everything he would need for the day, consulting his wristwatch, and leaving home on time to catch the bus and arrive at school before the first bell. When Martin's teacher completed editing the self-modeling tape, it was three minutes in length. He gave it to Martin, who viewed the tape at home eight times during the next three weeks. His parents signed the viewing schedule and noted Martin's reactions during viewing.

During the next semester, Martin's attendance improved 70%. His teachers reported that his grooming and hygiene were greatly improved, and he was usually well organized and ready for classes. Martin was well on his way toward achieving his goals of graduating and going on to obtain post-secondary training.

DISCLAIMER:  The pictures contained in the Video Futures Website do not correspond with any of the stories or names expressed.

Modified 9/19/05	Site Map	© 2004 CHD
(links open in new window)	University of Alaska Anchorage Center for Human Development A University Center for Excellence in Developmental Disabilities Education, Research and Services (UCEDD) The Center for Human Development and UAA are an AA/EO employer and educational institution. Our New Address 2702 Gambell Street, Ste. 103 • Anchorage, Alaska 99503 Phone: (907) 272-8270 • Toll Free: 1-800-243-2199 TTY: (907) 264-6206 • Fax: (907) 274-4802 E-Mail: info@alaskachd.org • Website: www.alaskachd.org	(links open in new window)
Artwork reprinted by permission of Martha Perske from Perske: Pencil Portraits 1971-1990 (Nashville: Abingdon Press, 1998)