Self-Modeling: Unlocking Student Potential with Video Self-Modeling and SRSD

A Proven Writing Strategy for the Classroom

Writing can be a challenging task for many students, particularly those with learning disabilities (LD) or autism spectrum disorders (ASD). Traditional methods of teaching writing often fall short of addressing the unique needs of struggling writers. However, a study by Katie M. Miller and Mary E. Little, published in Exceptionality: A Special Education Journal (2017), provides compelling evidence that combining Self-Regulated Strategy Development (SRSD) with Video Self-Modeling (VSM) can significantly improve students’ writing skills. This blog will explore the key findings from the study and offer practical steps for implementing VSM alongside SRSD in your classroom.

Why Writing Instruction Needs a Boost

Writing is an essential tool for communication, learning, and self-expression. For students in school, writing provides a concrete measure of their understanding and a means to demonstrate knowledge. Yet, many students, particularly those with LD or autism, struggle with key aspects of the writing process, such as planning, organizing, drafting, revising, and editing.

Research shows that students with LD often have limited skills in planning their writing and understanding the features of good writing (Graham & Harris, 2009). They may also lack motivation and confidence in their writing abilities, making it even harder for them to succeed without a positive self-review of their progress. This is where SRSD and VSM combine to provide the support they need to thrive.

What is Self-Regulated Strategy Development (SRSD)?

SRSD, developed by Dr. Karen Harris and Dr. Steve Graham, is a well-researched, evidence-based framework for teaching writing. It focuses on helping students learn strategies for planning, drafting, revising, and self-regulating their writing process. One of the popular mnemonics used in SRSD for opinion writing is POW + TREE:

• POW: Pick my idea, Organize my notes, Write and say more
• TREE: Topic sentence, Reasons, Examples, Ending

SRSD also emphasizes self-regulation techniques such as goal setting, self-monitoring, self-instruction, and self-reinforcement, all of which empower students to take control of their writing process.

What is Video Self-Modeling (VSM)?

VSM is a technique grounded in evidence-based practice, where students watch videos of themselves completing a task. The videos show students performing skills they may not yet be able to independently but can do so with support. This “future model of success” helps students visualize themselves succeeding, which boosts their confidence and motivation.

The feedforward method used in VSM involves recording students with scaffolds (e.g., prompts, guides) and then editing out those supports. The final video shows the student performing the task independently, providing a powerful visual reinforcement of their potential and utilizing self-modeling to enhance their skills.

The Study: SRSD + VSM for Third-Grade Students with LD

In their 2017 study, Miller and Little examined the effects of combining SRSD with VSM on the writing performance of three third-grade students with learning disabilities. The researchers used a multiple probe across participants design to measure various aspects of writing, including the number of essay elements, length of essays, and time spent writing.

Key Findings:

• Improved Essay Elements: All students increased the number of opinion essay elements (topic sentence, reasons, examples, and ending) in their writing. For example, one student, Marie, went from writing three essay elements during the baseline phase to ten elements during the intervention phase.
• Increased Essay Length: Two students wrote longer essays after the intervention. Marie’s essay length increased from an average of 21 words in the baseline phase to 62 words during the intervention.
• Retention of Skills: Students who received a VSM booster session retained their writing skills at mastery levels during the maintenance phase due to the effective interventions. For example, Bree received a booster session and maintained her essay elements score.
• Increased Writing Time: All students engaged more in writing after the intervention, showing increased focus and effort during writing tasks.

Why VSM is a Game-Changer in Writing Instruction

The combination of SRSD and VSM addresses two critical barriers to writing success: lack of strategy knowledge and low self-efficacy. Here’s why VSM is so effective:

1. Boosts Confidence: Students see themselves succeeding, which builds their belief in their abilities.
2. Provides a Clear Model: VSM shows students precisely what success looks like, helping them internalize the steps needed to achieve it.
3. Reduces Anxiety: Seeing a video of themselves succeeding can reduce students’ anxiety about writing tasks.
4. Promotes Self-Regulation: VSM helps students take ownership of their learning by reinforcing self-monitoring and goal-setting behaviors.

Practical Steps for Using VSM in Your Classroom

1. Identify the Writing Strategy: Start by teaching a specific writing strategy, such as POW + TREE, using the SRSD framework.
2. Record the Student: Once the student is familiar with the strategy, record a video of them using it successfully. For example, you can record them completing a graphic organizer or explaining their essay plan.
3. Edit the Video: Remove any scaffolds or prompts provided during the recording. The final video should show the student completing the task independently.
4. Watch the Video: Have the student watch their self-modeling video at the start of each writing session to reinforce their learning.
5. Provide Booster Sessions: If a student’s performance declines offer a booster session where they watch their video again to refresh their memory and confidence.

Real-Life Example: Bree’s Story

Bree, one of the students in the study, struggled with generating ideas and organizing her thoughts, illustrating how psychology principles can be applied to improve cognitive processes. After participating in SRSD lessons and watching her VSM video, she improved significantly, highlighting the importance of task analysis in understanding and executing writing strategies. Bree began using self-statements like, “I can do this!” and could write more structured essays with better content. When her performance dropped, a quick booster session with her VSM video returned her to mastery levels.

Addressing Teacher Concerns

Concern 1: I don’t have time to create videos for every student.

• Solution: Start small by creating videos for a few students who need the most support. As you become more comfortable with the process, you can expand.

Concern 2: I don’t have the technology.

• Solution: Most smartphones and tablets have built-in cameras and simple editing tools. There’s no need for fancy equipment.

Concern 3: Will this work for all students?

• Solution: While the study focused on students with LD, VSM can be beneficial for all students, especially those with autism or those who struggle with confidence or motivation.

The Bigger Picture: Transforming Writing Instruction

Incorporating VSM and self-modeling into your writing instruction can create a more supportive and engaging learning environment. Students will learn writing strategies and develop the confidence to use them independently. The combination of SRSD and VSM provides a powerful tool for helping students become more self-regulated, motivated, and successful writers.

Final Thoughts

The study by Miller and Little shows that combining SRSD with VSM effectively improves writing outcomes for students with learning disabilities. However, the benefits of VSM go beyond this specific population. All students can benefit from seeing themselves succeed. As educators, we have the power to help students unlock their potential by providing them with tools and strategies that build both skills and confidence.

Start small, conduct a positive self-review, and watch how a simple video can transform a student’s approach to writing. The results may surprise you.

Citation: Miller, K. M., & Little, M. E. (2017). Examining the Effects of SRSD in Combination with Video Self-Modeling on Writing by Third-Grade Students with Learning Disabilities. Exceptionality: A Special Education Journal. doi:10.1080/09362835.2017.1283622