A Review of the Components Used in Video Packages
Candice Hansard, Shir Zion, & Ellie Kazemi
California State University, Northridge
Results
Introduction
 Using videos to train staff has advantages
• Maximizing trainer/supervisor time
• Deliver consistent training for large amounts
of individuals
40
15
35
1
1
30
Published between 2000-2014
25
20
15
10
N = 95
N = 35
10
13
10
8
6
4
4
0
3
Video + Training
3
3
Models
Models +
Audio
Behavioral Procedure Analysis
Models +
Audio +
Written
instruction
Models +
Audio +
Written
instruction +
Test
Models +
Written
instruction
Models
11
9
Effective
18
12
0
15
7
14
2
Video Alone
Not Effective
16
5
Models + Audio
10
10
Models + Audio + Written Instruction
9
Models + Audio + Written Instruction + Test
7
6
5
Models + Written Instruction
4
4
3
3
3
3
3
3
3
1
-1 Functional Analysis
Intervention included a video
32
30
Number of Participants (N=45)
Journal of Applied Behavior
Analysis
20
18
Methods
All text search using Google
Scholar
• Video* AND Staff AND
“Train* OR Teach* OR
Acquisition”
Effectiveness of Video Components
Number of participants (N=45)
Purpose
• To conduct a review of the literature on
video package interventions
• To identify the commonly used components
in videos
• To identify which of those were most
effective
45
Number of partiipants (N= 78)
 Unclear what components an effective video
must contain; this poses potential problems
(e.g., ineffective training)
Effectiveness of Training that Used
Videos
15
Preference
Assessments
Discrete-Trial
Instruction
Escape Extinction
N = 19
Differential
Reinforcement
Functional
Communication
Training
Safe Lifting
Behaviors
Discussion
Participants included students,
staff, and/or teachers
Evaluated mean accuracy of
performance during
intervention for each participant
N = 14
Summary of Effective Videos
 Videos + Training
• More effective compared to videos that were
used alone
N= 78
Definitions of Effectiveness
 Effective
• mean accuracy of performance during
intervention was 80% or above
 Not Effective
• mean accuracy of performance during
intervention was below 80%
 Video Alone
• Models + Audio
 Most often used
 100% effective
• Behavior Procedures
 Preference Assessments
 Discrete- Trial Instruction
 Escape Extinction
 Differential Reinforcement
 Functional Communication Training
• Models + Written Instruction
 100% effective
• Behavioral Procedures
 Preference Assessments
Future Research
• Review of training used to supplement video packages
(e.g., dependent variables, components of training)
• Experimental analysis of video training
Selected References
Catania, CN., Almeida, D., Liu‐Constant, B. (2009). Video modeling to train staff to
implement discrete-trial instruction. Journal of Applied Behavior Analysis, 42,
387-392. DOI: 10.1901/jaba.2009.42-387
Digennaro-Reed, F.D., Codding, R., Catania, C.N., Maguire, H. (2010) Effects of
video modeling on treatment integrity of behavioral interventions. Journal of
Applied Behavior Analysis, 43, 291-295. DOI: 10.1901/jaba.2010.43-291
Howard, V.J., Reed, F.D.D. (2014). Training shelter volunteers to teach dog
compliance. Journal of Applied Behavior Analysis, 47, 344-359. DOI: 10.1002
jaba.120