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Video self-modeling (VSM) is a form of observational learning in which individuals observe themselves performing a behavior successfully on video, and then imitate the targeted behavior. VSM allows individuals to view themselves being successful, acting appropriately, or performing new tasks. Peter Dowrick, a key researcher in the development of self-modeling, described two forms of VSM, ''feedforward'' and ''self-review''. ''Self-review'' involves someone with a relatively well developed skill watching examples of best performance.〔Dowrick, P. W. & Biggs, J. (1983), Using Video: Psychological and social applications (1st ed.), New York: Wiley〕 A good example of this is the procedure used by Laura Wilkinson, gold medal platform diver, prior to every meet. In an interview after her gold medal performance, she was asked how she prepares for competition.〔National Broadcasting Corporation (2000, September, 24). Laura Wilkinson gold medal interview - Sydney games. New York: NY.〕 She said that she watches a video that consists of her best dives along with encouragement from family and coaches. Self-review is mainly used in sports training as a form of visual imaging.〔Buggey, T. (2009). Seeing is Believing: Self-modeling Applications with Children with Autism and Other Developmental Disabilities. Baltimore; Woodbine House.〕 Feedforward, on the other hand, is used with people who do not have a skill or when a new skill is emerging. Thus, feedforward is the method most often used in instructional or clinical settings.〔 Because Feedforward involves new skills or behaviors performed by the viewer, it usually requires some degree of video editing to make it appear that the viewer is performing in an advanced manner. The term feedforward can be contrasted with the more traditional term ''feedback'' as it relates to receiving information about performance. Feedback allows you to see how you are doing. Feedforward allows you to see how you could be performing; a future self. Feedforward is mainly used in education and therapy circles and mainly with children with disabilities. It has been found to be especially effective with children with autism who tend to be visual learners and who seem to attend better to monitors than to live models.〔Bauman, M. L. (1999). Autism: Clinical features and neurological observations. In Helen Tager-Flusberg (Ed.) Neurological Disorders (pp. 383-399). Cambridge, MA: MIT Press.〕 ==Background== Research across an array of behaviors and many types of disabilities has been ongoing since 1970 with very positive results. Researchers report that changes occur rapidly, there is good maintenance, and that changes generalize across settings.〔Bellini, S. & Akullian, J., (2007). A meta-analysis of video modeling and video self-modeling interventions for children and adolescents with autism spectrum disorders. Exceptional Children, 73, 261-284.〕 Adoption by educators and therapists has lagged behind the research possibly because of the technology requirements for editing videos. The advent of user-friendly editing software such as iMovie and Movie Maker has gone a long way in solving that problem. Another reason that the use of VSM seems to be gathering momentum is an article that appeared in 2007 by Scott Bellini and Jennifer Akulian.〔 These researchers conducted a meta-analyses of all forms of video modeling and concluded that both peer and self-modeling met the Council for Exceptional Children's requirements for research-based methods. Self-modeling has several attributes that sets it apart as a good tool to use with children with disabilities. It uses only positive imagery which makes it fit well into most positive behavior support plans. Effects of VSM should be seen almost immediately. If change is not seen after two or three viewings, one can move quickly to an alternate intervention.〔 Finally, there appears to be no real down-side to the method. No damage is done if it does not work for an individual. As Buggey states in his book, the only tangible outcome when no results are seen is that the person ends up with a flattering video of him or herself. 〔 In his book, ''Seeing is Believing'', Tom Buggey lists three major ways video footage can be collected and compiled into a feedforward video:〔 # Imitation - Particularly useful with language skills. Children are prompted to say words or phrases. Words can be new or rarely used and phrases and sentences can be longer or more complex than presently used. Individual words can even be extracted from videos using video editing software and joined into sentences. # Role playing - Particularly useful for social skills. Children act out scenes of proper behavior that are usually challenging for them. For example, the triggers of tantrums can be determined and then each trigger can become a scene in the VSM video - with the person performing appropriate alternative behaviors rather than tantruming. # Let the camera roll to capture rare behaviors - typically used with persons who cannot imitate or follow directions. This can be very time-consuming; however, it has been used effectively for eating problems. A child can be filmed during several lunch periods and best examples of appropriate eating (such as putting food to mouth) can be extracted and combined into a feedforward movie. 抄文引用元・出典: フリー百科事典『 ウィキペディア（Wikipedia）』 ■ウィキペディアで「Video self-modeling」の詳細全文を読む スポンサード リンク
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