Wasan Abu Baker

ForPeerReview
Students Who are from different communities, immigrants
and refugees who are vulnerable
Journal: SAGE Open
Manuscript ID Draft
Manuscript Type: Special Collection - Student Diversity
Keywords:
Main Discipline or Subject
Area:
Education
Abstract:
http://mc.manuscriptcentral.com/sageopen
SAGE Open

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W A S A N F A B U - B A K E R
The Effect of Using Video Modeling
in Teaching Social Skills in the
Elementary Classroom
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Research tells us…
 Sturmey, 2003, and many parents and teachers view it as
an acceptable intervention
 Convenient for parents and teachers because recorded
videotapes/DVD’s can be reused.
 Teachers may have better control over the type of behaviors
that are presented to children; unwanted behaviors may be
edited.
 Bandura’s Social Learning Theory (1977) underscores that
human behavior is primarily learned by observing and
modeling others. These opportunities provide a platform
for which one may generalize to new experiences.
 Observational learning refers to the cognitive and
behavioral change that occurs as a result of observing
others engaged in similar actions (Bandura, 1986).
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Benefits of Video Modeling to the Child
 Increases the child's attention to the
modeled task
 Individuals with autism often benefit
from visually cued instruction
 Individuals with autism show strengths
in processing visual rather than verbal
information
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Procedure
 Subjects: Overactive 1st Graders
 Zachary, Lyla, Lexi, Isaac
 Methodology:
 Daily observation
 Classroom activities
 Lunch time
 Recess
 Gym
 Art
 Music class
 Communicating with the social counselor
 Checklist of appropriate age social skills
 Intervention Plan
 Videos targeting deficient social skills
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NYS Common Core Language Standards
Participate in collaborative conversations with diverse
partners about grade 1 topics and texts with peers and adults
in small and larger groups.
a. Follow agreed-upon rules for discussions (e.g., listening
to others with care, speaking one at a time about the
topics and texts under discussion)
b. Build on others’ talk in conversations by responding to
the comments of others through multiple exchanges.
c. Ask questions to clear up any confusion about the topics
and texts under discussion.
Produce complete sentences when appropriate to task and
situation. (See grade 1 Language standards 1 and 3 on page
26 for specific expectations.)
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Before Implementation
(Daily Observation)
Student Classroom
Academic
Activities
Lunch
Time
Recess Gym Art Music
Zachary Finishing his
work quickly
Playing
with food
Playing
with dirt
Very
energetic
Strong
focus
Not
focusing
Lyla Does not finish
her work
Eats
quietly
Plays with
only one
friend
Not very
active
Strong
focus
Loves to
sing
Lexi Keeps up with
the class and
finishes on
time
Talks
with
friends
and
doesn’t
finish
eating
Picks on
other
children
Refuses to
participate
Not very
intereste
d
Distracts
others
Isaac Dependence
on teacher
Distracte
d by
others
Plays with
a group
Very
energetic
Very
artistic
Prefers
only one
activity
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Social Skills Targeted
Playtime
 Behavioral expectations
 Social Relationships
 Peer conflicts
 Sensory issues
 Playgroup
The School Day
 Rituals of recess
 Peer relations
 Appropriate classroom
behavior
 Lunchtime interaction
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Social Skill Deficiencies
(Before Implementation)
Student Needs Improvement
(1)
Sufficient
(2)
Zachary Behavioral expectations
Sensory issues
Lunchtime interaction
Lyla Playgroup
Peer relations
Rituals of recess
Appropriate classroom behavior
Lexi Behavioral expectations
Peer conflicts
Peer relations
Isaac Lunchtime interaction
Appropriate classroom behavior
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Intervention
 Video Selection Criteria
 Build Vocabulary – general discussion
 Use vocabulary – multiple choice
 Emotions
 Contextual Cues – non verbal
 Better/Best Scenarios – compare/contrast
 Critical Thinking – open ended questions
 Show video of each behavior targeted
 Being a good friend, not distracting others, respecting personal
space, school safety rules, sharing
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Video Examples
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After Implementation
(Daily Observation)
Student Classroom
Academic
Activities
Lunch Time Recess Gym Art Music
Zachary Finishing his
work quickly
Eats with
encouragement
Playing with
dirt
Very
energetic
Strong
focus
Some
participatio
n
Lyla Finishes her
work on time
Eats quietly Plays with
only one
friend
More
involved
Strong
focus
Loves to
sing
Lexi Keeps up
with the
class and
finishes on
time
Talks with
friends and
doesn’t finish
eating
Less
aggressive
and no
bullying
incidents
Refuses to
participate
Not very
interested
Somewhat
participates
without
being
distracting
Isaac More
independent
Talks with
friends and
doesn’t finish
Plays with a
group
Very
energetic
Very
artistic
Prefers only
one activity
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Social Skill Score
(After Implementation)
Student Needs Improvement
(1)
Sufficient
(2)
Zachary Behavioral expectations
Sensory issues
Lyla Peer relations
Rituals of recess
Appropriate classroom
behavior
Playgroup
Lexi Behavioral expectations
Peer conflicts
Peer relations
Isaac Lunchtime interaction
Appropriate classroom
behavior
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Social Skills Score Data
0
0.5
1
1.5
2
2.5
Social Skill Score (Before
Intervention)
Social Skill Score (After
Intervention)
Zachary
Lyla
Lexi
Isaac
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My reflections
 Recommendations
 Use video skill training as a first step in social skill building
when deficiencies are identified
 Implement friend club to students struggling with peer
interactions
 Integrate video skills training into the curriculum
 Limitations
 Not all student may respond positivity to video skill training
 Time limitation in the classroom
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Communication
 My colleagues
 Social Counselor
 Community resources – library, clubs,
extracurricular activities
 Parents
 Student peers
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Professional Development Suggestions for the
Teacher
 Social counseling training
 Video critique and selection training
 Enrichment resource utilization
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Wasan Abu-Baker
Fellow, AFSC
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 The American Friends Service Committee
(AFSC) is a Quaker organization working for
peace and social justice in the united states
and around the world
 AFSC was founded in 1917 as a combined
effort by American members of the religious
society of Friends to assist civilian victims of
World War I
 Headquarters: Philadelphia, Pennsylvania
 AFSC has offices worldwide
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 It was established to send clothing and food to
victims of World War I
 After World War I, leaders decided that AFSC
should continue working in post-war Europe and
around the world
 The AFSC began to focus on other areas of
development, immigrants, and refugee
communities
 AFSC provided sewing machines and training so
war widows could earn a living
 AFSC supported orphanages and land reclamation
projects
 AFSC received the Nobel peace prize in 1947
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Gaza, Palestine 1948
Quaker delegates of AFSC who set up
holocaust relief/rescue in France,
January 1941
Quaker Service in Post World War I
Germany
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 American Civil Rights Movement
 The rights of African Americans
 Native Americans
 Mexican Americans
 Asian Americans
 Muslim Americans
 Peace movement
 Empower Local refugees and immigrant
communities
 Organizing cultural events, and developing
programs, social and cultural activities
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 Established in 1998 as a project of the AFSC,
is a popular education center located in
Fresno
 PVI mission is to create a place where
immigrants and refugees can gather to learn
from each other and rebuild their world
 PVI has facilitated many residential popular
education gatherings in which Mexican,
indigenous Mexican, and Southeast Asian
immigrants and refugees have participated
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 Is a word meaning (cultural Market),
originating from the concept of (Plaza) or
place of Exchange
 It’s a space where diverse cultures converge
to express and share stories, music, food,
traditions, and ways of interpreting the
world
 Through local artists and cultural holders, we
see that rich culture is the bond between
people
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1. The Syrian Walk
2. Welcome and Greeting
3. Raising awareness and building bridges
throughout the central valley to serve
newly arrived Syrian refugees
4. Human Rights Day: The Refugee Crises and
Human Rights at Fresno State
5. Women’s international Day: Immigrant
Women Voices of Solidarity
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