Modeling

The demonstration is only one part

A model shows what to do. Teaching also needs a clear opportunity, accessible materials, a chance to respond, planned feedback or reinforcement, and a transfer strategy. Repeated viewing alone may produce no usable skill.

Define the target as observable components. Decide whether the learner needs to copy the exact form or reach the same functional outcome through an equivalent response. For communication, several effective forms may belong in the definition.

Live, video, peer, and self-models differ

A live model happens in the moment and can adapt to the learner. Video modeling provides a consistent demonstration that can be paused or replayed. A peer model may show a natural social or activity context. Video self-modeling uses selected footage of the learner performing the target.

Each format creates different access, privacy, consent, editing, and generalization questions. Choose the format from assessment and direct client input instead of assuming that video or peers are more motivating.

Match the format to the learning problem

Use a live model when adaptation, questions, or shared materials matter. A short video may help when the action benefits from consistent replay or a difficult camera angle. A peer model may fit a naturally shared activity when participation is voluntary and privacy is protected. Self-modeling requires careful consent, editing, storage, and interpretation.

Run a small comparison when several formats seem reasonable. Keep the target, opportunity, materials, response window, and consequence consistent. Record whether the learner accessed the relevant features, attempted the response, needed added prompts, and wanted to continue. Treat preference and comfort as outcomes alongside accuracy. A lower-performing but comfortable format may become effective after accessibility changes.

Confirm that observation is accessible

The learner needs a way to detect the relevant features of the demonstration. Consider vision, hearing, attention, language, screen size, camera angle, playback speed, sensory load, motor access, and familiarity with the materials.

Looking at a person's eyes is not a prerequisite for learning from a model. Define attention through access to the relevant action or information. Pause when the person turns away, declines, or shows distress, and offer another teaching route.

Break complex models into usable parts

A long demonstration can hide the exact sequence. Use a task analysis, short clips, repeated key steps, captions, visual markers, or a slower pace when these supports help. Keep the model accurate to the real setting and ordinary materials.

The ABAI basic-principles page and BACB Test Content Outline cover learning, prompting, imitation, skill acquisition, generalization, and evaluation as educational or examination content. They do not supply an individual protocol.

Separate the model from other prompts

A demonstration can function as a prompt. The teacher may also add verbal, gestural, visual, positional, or physical assistance. Record each added support so a correct response is not mislabeled as independent.

Plan how modeling frequency, length, and added prompts will change. The final goal may still include an ordinary model, such as following a cooking demonstration or exercise video. Independence should reflect real life rather than removal of every useful example.

A fictional kitchen example

Leo chooses a community-kitchen goal of wiping his work area after cooking. The team compares a live demonstration with a short captioned video, both using the same three-step sequence. Across eight eligible opportunities, Leo completes the sequence after a model in 6 of 8 and independently before the model in 2 of 8.

Those categories total eight. Report model type and any added prompt separately. The small descriptive sample cannot show that one format caused better learning.

Protect privacy, assent, and communication

Recording requires the applicable consent, assent, privacy, security, access, retention, reuse, and deletion controls. Explain who appears in the video, who can watch it, and how the person can stop recording or viewing. Never post or reuse clinical footage as a training example without the required authority.

ASHA's AAC guidance says AAC users should always have their tools or devices. A modeled response can include speech, AAC, sign, gesture, movement, writing, or another effective form.

Measure use under meaningful conditions

Track opportunities, model type, relevant attention, response components, prompt level, latency, errors, withdrawal, generalization, maintenance, and the person's experience. Keep modeled practice and independent probes separate.

The current BACB Ethics Code addresses client involvement, understandable communication, consent and assent when applicable, assessment, positive reinforcement, risk, privacy, and ongoing evaluation for covered professionals. Review whether the modeled skill remains wanted and useful.