Master of Arts, Miami University, 2016, Speech Pathology and Audiology

The purpose of this pilot study is to examine the efficacy of video modeling as a means of supplemental instruction for home practice of Vocal Function Exercises (VFEs). Four participants between the ages of 18 and 21 were enrolled in the study. The control group received verbal instruction during the first therapy session and an audio recording of VFE protocol instructions for home practice. The experimental group received verbal instruction during the first therapy session, an audio recording of VFE protocol instructions for home practice, and a video recording of their first therapy session to use in conjunction with home practice. Data analysis examined number and complexity of instructional cues, laryngeal health and function (phonation, frequency range, and power average), and patient self-efficacy. Overall, the areas of most notable benefit of video modeling may be increases in adduction exercise phonation times; decreases in instructional cues, verbal cues, and total explicit instruction; and the maintenance of relative importance of voice therapy to the patient across sessions. The findings of this study may be useful for speech-language pathologists in regard to increasing patient adherence to the VFE home practice regimen.

Committee: Susan Baker Brehm (Advisor); Renee Gottliebson (Committee Member); Wendy LeBorgne (Committee Member) Subjects: Speech Therapy

Doctor of Philosophy, The Ohio State University, 2012, EDU Physical Activity and Educational Services

Educators are in need of appropriate interventions for teaching individuals with autism spectrum disorders (ASD). A widely used (Bellini & Akullian, 2007; Delano, 2007) and evidence-based (Horner et al., 2005) instructional intervention for individuals with ASD is video modeling. Video modeling involves the learner viewing a video demonstration of a targeted behavior and subsequently performing what was viewed. A variation of video modeling is video prompting in which the learner views a video demonstration that is a single task analysis step or chunk of a targeted behavior followed by practice of that step/chunk. Video prompting has successfully been used to teach a number of behaviors to individuals with developmental disabilities including self-help skills (Norman, Collins, & Schuster, 2001), daily living skills (Cannella-Malone et al., 2006), and cooking related tasks (Graves, Collins, Schuster, & Kleinert, 2005; Sigafoos et al., 2005). When selecting appropriate gross motor activities to teach individuals with ASD, physical educators must consider their developmental delays and deficits in movement behaviors (Pan, Tsai, & Chu, 2009). Dance is a common activity offered in physical education programs (NASPE, 2005). By performing appropriate dances, individuals with ASD may be able to benefit both physically (e.g., enhanced coordination and balance) and socially (e.g., enhanced inclusive recreation and leisure activities). Dance has positively impacted children and adolescents with disabilities as evidenced by increased participation and cooperation (Crain, Eisenhart, & McLaughlin, 1984). However, additional research is needed to investigate instructional dance interventions for children and adolescents with ASD. The current study employed a multiple probe across participants design to evaluate the effects of video prompting as an intervention for dance instruction. Seven participants with high-functioning ASD participated in the study. Six males (ages 12 to 16) a (open full item for complete abstract)

Committee: David Porretta PhD (Advisor); Helen Malone PhD (Committee Member); Moira Konrad PhD (Committee Member) Subjects: Behavioral Sciences; Dance; Physical Education; Recreation; Special Education

Master of Science in Applied Behavior Analysis, Youngstown State University, 2015, Department of Psychological Sciences and Counseling

The purpose of this study was to compare the effects of video modeling to the effects of in vivo modeling for teaching new vocational skills to teenagers with Autism Spectrum Disorder (ASD). Error corrective procedures, a video clip presentation of the step correctly modeled or an in vivo model of the step, were used in each condition. Four teenagers diagnosed with Autism Spectrum Disorder were taught two types of vocational skills and within each skill were taught two variations of the skill, for a total of four different vocational tasks. Each participant learned one variation of a vocational skill through video modeling and the other variation through in vivo modeling. The study demonstrated that learning occurred in both conditions, video modeling and in vivo modeling, and both conditions resulted in mastery of all four skills for three out of four participants, and the mastery of three out of four skills for one participant.

Committee: Stephen Flora PhD (Advisor); Darlene Unger PhD (Committee Member); Leah Gongola PhD (Committee Member) Subjects: Educational Psychology

Master of Fine Arts, The Ohio State University, 2024, Design

This master's thesis used a research-through-design approach to determine how themed elements & interactive microcontroller consoles could improve the sense of presence in immersive experiences. The hypothesis was that removing handheld controllers and allowing people to touch and feel the environment they were seeing in a virtual reality headset would allow them to natively explore and engage with contextual interactive elements. The final product, Project Orbweaver, was an exciting multi-disciplinary immersive experience that transported players to a cosmic environment beyond our solar system. The experience was comprised of four elements interacting in unique ways to deliver an exciting virtual reality attraction. The first element was the virtual environment & VR component, tasked with immersing players in the teleporter and space station scenes. The second element was the microcontroller interaction system featuring three interactive stations with minigames for the player to complete. The third element was the theming and preshow that immersed players in the story. Finally, the fourth element was the live interaction between the player and experience facilitator; Everybody that came through the experience got slightly unique dialogue and conversation based on how they approached the minigames on the interactive stations. This thesis serves as a documentation of the development process while also presenting a framework that can be used to create similar experiences.

Committee: Matthew Lewis (Committee Chair); Alex Oliszewski (Committee Member); Shadrick Addy (Committee Member) Subjects: Computer Science; Design; Electrical Engineering; Fine Arts; Systems Design

MS, University of Cincinnati, 2023, Engineering and Applied Science: Computer Science

Video summarization aims at identifying the most important parts of a video that can summarize the video storyline. We propose an unsupervised learning method to perform automatic video summarization by selecting key-shots in the video. Our main idea is to adversarially train a model that employs graphs to interpret a video and attention mechanism to capture frame dependencies within the video. The graph representation of a video enables the model to learn the relationship among frames, revealing the intrinsic structure of the video. The attention mechanism, on the other hand, allows the model to capture the magnitude of these relationships. Both coupled together can yield a representation that captures the visual information required for estimating frame importance score. Our proposed model involves an attention-based encoder that transforms the features extracted from pre-trained CNN models into representations that can be used by a graph-based generator for video reconstruction and a discriminator that guides the generator by distinguishing the original and reconstructed video. The proposed model is trained incrementally using different loss functions, and its performance when evaluated on both TVSum and SumMe datasets achieves state-of-the-art result demonstrating the effectiveness of graph-based attention network.

Committee: Mehdi Norouzi Ph.D. (Committee Chair); Xuefu Zhou Ph.D. (Committee Member); Wen-Ben Jone Ph.D. (Committee Member) Subjects: Computer Science

PHD, Kent State University, 2022, College of Education, Health and Human Services / School of Lifespan Development and Educational Sciences

The purpose of this study was to explore the effectiveness of a tennis serve intervention on motor skill performance and motor skill procedural knowledge of novice middle school student-athletes who were unprepared for interscholastic competition. The intervention package introduced mobile device technology within Mosston and Ashworth's (2002) reciprocal style to implement digital task cards with a video model and three feedback conditions: peer feedback using criteria information, peer-assisted video feedback, and peer-assisted video feedback with criteria information. Results from three single-case experiments showed that the intervention improved performance during practice and produced positive learning outcomes for all six participants. Social validity interviews showed satisfaction with the amount of feedback provided within the reciprocal style, an understanding of the importance of using the proper procedure for the tennis serve, and performance change significant enough for inter-scholastic competition. Implications for research included a need for more specific standards for treatment integrity and the possible restructuring of the experimental design to obtain valid results from an intervention focused on peer-assisted video feedback with criteria information throughout instruction. Implications for practice included ways to incorporate mobile device technology for teaching the tennis serve, focus on knowledge of performance over knowledge of results feedback for procedural knowledge acquisition, and gather information to continuously improve instruction.

Committee: Stephen Mitchell (Committee Chair); Douglas Ellison (Committee Member); Enrico Gandolfi (Committee Member) Subjects: Educational Psychology; Educational Technology; Physical Education

PHD, Kent State University, 2018, College of Education, Health and Human Services / School of Lifespan Development and Educational Sciences

The main purpose of this study was to develop and implement strategies to teach self-determination literacy to lay a strong foundation upon which a student could then advance skills. The current study examined the differences in pre- and posttest scores in literacy and understanding of self-determination skills in students with intellectual disabilities. The research question that guided the study was: Can direct instruction and video modeling increase the literacy and understanding of self-determination in students with intellectual disabilities? To assess the effects of the intervention, a quasi experimental design of pretest-posttest of the experimental group was used. According to the findings, the study found that the experimental group did not demonstrate a significant difference across literacy pre-and posttest scores. Likewise, there was not a significant difference when looking at the pre- and posttest scores related to individual skills of self-determination. Although the comparison between the pre- and posttest did not show significant change, a descriptive analysis of the literacy indicated that there was noticeable growth in student ability to define problem-solving, goal setting, self-regulation, and self-advocacy. When analyzing comparison of data of video pre- and posttest, there was significant change in participant usage of correct literacy to capture the skills of self awareness, approaching significance for self-efficacy, and no significant change for self-advocacy. A descriptive examination found that the remaining six skills of problem solving, choice making, decision-making, goal setting, self-regulation, and goal attainment showed a noteworthy percentage change in participant ability to reflect understanding of observations of skills used in the videos.

Committee: Lyle Barton (Advisor) Subjects: Special Education

PhD, University of Cincinnati, 2017, Education, Criminal Justice, and Human Services: School Psychology

A multiple baseline design across classrooms with an embedded reversal design (ABCACB) was used to analyze the effects of the Good Behavior Game (GBG) + Video Modeling with randomized components in comparison to Video Modeling Alone. This study was implemented in three alternative school classrooms for students with emotional and behavioral disorders (EBD). Video modeling within the Good Behavior Game (GBG) may be advantageous because students in alternative school settings may need more explicit instruction on expected classroom behaviors. The videos were created in each of the participating classrooms and showed students following the rules of the GBG, as identified by the teacher, and were approximately 1.5 min long. The results indicated an increase in engagement and a decrease in off-task behavior for all three classrooms during both the GBG + Video Modeling and Video Modeling alone phases of the intervention, with the GBG + Video Modeling demonstrating more positive effects than Video Modeling Alone. In addition, formal teacher and student social validity data were collected in order to evaluate the feasibility and acceptability of the interventions. The majority of the teachers and students preferred the GBG + Video Modeling intervention in comparison to the video modeling intervention due to the reward component; however, teachers found both interventions feasible to implement in their classrooms. Future research should examine the impact of the GBG + Video Modeling, and each component individually, on both teacher and student behaviors.

Committee: Tai Collins Ph.D. (Committee Chair); Renee Oliver Hawkins Ph.D. (Committee Member); Laura Nabors Ph.D. (Committee Member) Subjects: Behavioral Sciences

Master of Arts, The Ohio State University, 2017, Educational Studies

This study examined the effects of a video modeling training video on early childhood education staff members' implementation of the Picture Exchange Communication System (PECS) Phase 1A. Quality of the implementation was determined by participants following a task analysis of 10 steps wherein a confederate acting as the student exchanges a PECS picture of an item to receive access to that item. After baseline data collection, participants were instructed to watch the researcher's training video of PECS Phase 1A being modeled. The video was uploaded to YouTube so participants had access to the training video and was viewable on their own time. After viewing the video, participants were assessed on their performance again using the 10 step task analysis. A multiple-baseline across participants design was used to evaluate the effectiveness of the intervention. Findings indicated the number of steps completed correctly improved as a result of the training intervention.

Committee: Shelia Morgan (Advisor); Helen Malone (Committee Member) Subjects: Behavioral Sciences

Master of Arts, The Ohio State University, 2017, Educational Studies

Applied behavioral analysis (ABA) is the science in which tactics derived from the principles of behavior are applied systematically to improve socially significant behavior and experimentation is used to identify the variables responsible for behavior change (Cooper, Heron, & Heward, 2007). Through the research of ABA, we are advancing ways to teach and help individuals with ASD. One excellent evidence of this is video modeling and the effects it has on children with ASD. This study was created to observe the effects of video modeling on spontaneous requesting of rehearsed and non-rehearsed targets. Additionally, this study focused on limitations to video modeling by conducting research in the participant's classroom, having the participant's teacher lead the research, and utilizing paraprofessionals to collect data. Two parallel multiple baseline experiments were conducted for six students, though only five completed intervention. Of the five who completed intervention, five effects were demonstrated. All five participant's maintained levels of spontaneous requesting without additional intervention reviews.

Committee: Helen Malone (Advisor) Subjects: Education

Master of Arts, Miami University, 2016, Speech Pathology and Audiology

This study examined the impact of using video modeling in voice therapy on vocal output, adherence and self-efficacy measurements. Nine adult female participants were recruited for participation in this study. All participants were randomly assigned to either the experimental (video modeling) or control group. Experimental group participants received a video model to guide their home practice of Vocal Function Exercises, whereas the control group only received guidance on how to utilize a simple keyboard application to identify target notes for practice. Findings from analyses using repeated measures ANOVA indicate that there is no significant difference between the groups for vocal output or adherence measures. However, a trend towards more stable and consistently higher levels of adherence, were observed in the experimental group. Additionally, the experimental group demonstrated significantly higher ratings for their average confidence in performing home practice than the control group. These preliminary findings support the use of video modeling to supplement home practice of Vocal Function Exercises.

Committee: Susan Baker Brehm Ph.D. (Advisor); Barbara Weinrich Ph.D. (Committee Member); Renee Gottliebson Ph.D. (Committee Member) Subjects: Speech Therapy

PhD, University of Cincinnati, 2015, Education, Criminal Justice, and Human Services: School Psychology

English language learners (ELL) are at risk of academic failure when classroom expectations are not effectively communicated and they are unable to engage in classroom instruction. A delayed multiple baseline design across participants was utilized to investigate the effects of a video self-modeling intervention on the classroom behavior of ELLs. This study was implemented in the preschool setting with ELLs exhibiting low levels of engagement and/or high levels of off-task behavior. Prior to group time, the child viewed a brief self-modeling video of appropriate behavior (i.e., engagement). A parent of the target child provided voice-over on the videos in the child's home language, clearly stating the classroom expectations described by the teacher (e.g., during group time we listen to stories). Visual analysis was used to analyze the target behaviors, including child engagement and off-task behaviors. The results indicate an increase in engagement and decrease in off-task behaviors for all 4 children. During the intervention phase, the levels of engagement increased to levels comparable to English-fluent speaking and ELL peer comparisons in the classroom and were maintained during the brief follow-up phase. In addition, teacher and child social validity data were also examined suggesting the intervention was viewed favorably by both the teachers and children involved in the study. Discussion focuses on contributions to the current literature, implications for practice, and suggestions for future areas of research.

Committee: Renee Oliver Hawkins Ph.D. (Committee Chair); Julie Morrison Ph.D. (Committee Member); Laura Nabors Ph.D. (Committee Member) Subjects: Behavioral Sciences

Master of Arts (M.A.), University of Dayton, 2015, Communication

The purpose of this study was to identify if the drench hypothesis could explain changes in nurturing responses of men towards girls as a result of playing a narrative video game. Additionally, further measures were taken to examine the mechanisms leading to changes to perceptions. A survey measured a small sample of young men's nurturance before and after playing their game. Pre-test and post-test nurturance scores were compared. Additionally, a survey designed to measure the drench effects of their experience playing the game was conducted after testing. Analysis of the effectiveness of the drench effects scale, and analysis of its ability to predict changes to nurturance were conducted. No significant changes were found among the pre-test and post-test scores. Thus, drench effects were not found to be a determinant of changes to nurturing responses. Analysis of the scale revealed that identification with characters was the best determinant of drench effects. Future research into the variables influencing the drench effect of video games is needed.

Committee: Teresa Thompson Ph.D. (Advisor); James D. Robinson Ph.D. (Committee Member); Rhonda Scantlin Ph.D. (Committee Member); Joseph Valenzano, III Ph.D. (Other) Subjects: Communication

Master of Arts, Miami University, 2015, Speech Pathology and Audiology

This study examined the impact of video modeling through the use of a training video on stability and efficiency during acoustic voice assessment tasks. Sixty-nine participants were enrolled in the study across three age categories (pediatric, college-age, older adult). The control group received verbal instruction only prior to a voice assessment, while the experimental group viewed a training video prior to receiving verbal instructions and performing voice assessment tasks. Overall, in the presence of a training video, less cues were required to successfully complete voice assessments and pediatric participants required more time to complete assessment tasks. Multifactorial analyses of variance for acoustic measurements showed a lack of sensitivity to any impact of a training video on mean values or variability across trials. The findings of this study may be useful for speech-language pathologists in regards to improving assessment of patients' voice disorders.

Committee: Susan Baker Brehm (Advisor); Barbara Weinrich (Committee Member); Renee Gottliebson (Committee Member) Subjects: Speech Therapy

PhD, University of Cincinnati, 2014, Education, Criminal Justice, and Human Services: School Psychology

Teachers often face the arduous task of managing disruptive behaviors within their classrooms and keeping their students engaged. Implementing Positive Behavioral Interventions and Supports (PBIS), a widely adopted series of preventative strategies, can help teachers proactively address problem behaviors. One of the first steps of PBIS is to instruct and model expected behaviors for the classroom. Traditionally, educators use in vivo or live modeling of the behavioral expectations. Another approach to teaching these expectations is through video modeling (VM), whereas teachers use the same video displaying the behaviors instead of having to live model them repeatedly. VM is an evidence-based intervention that many educators use to instruct and improve students' behaviors. However, VM has mostly been used with individual students or small groups of students and often with students with disabilities. This study examines the use of VM with a whole class of regular education students. Using a multiple baseline across settings ABB' design, baseline levels of student disruptive behaviors and engagement were compared to VM intervention levels across intervention phases. Social acceptability and future areas of research are discussed.

Committee: Julie Morrison Ph.D. (Committee Chair); Renee Oliver Hawkins Ph.D. (Committee Member); Laura Nabors Ph.D. (Committee Member) Subjects: Educational Psychology

Master of Arts, Miami University, 2014, Speech Pathology and Audiology

This study examined the impact of using video modeling techniques on the efficiency and stability of measurements during acoustic voice assessment. Thirty-four participants between the ages of 18 and 30 years were recruited for participation in the study and randomly assigned to either the treatment or control group for comparative analysis. Experimental group participants watched a training video prior to receiving verbal instruction and completing acoustic voice assessment tasks. Control group participants received the same conditions with the exception of watching a training video. Findings from independent samples t-tests suggest that there is not a significant difference between the amount of time, number of cues, mean values, and standard deviations across three trials when comparing those who have watched a training video and those who have not. However, a trend towards more stable results was seen on maximum effort tasks.

Committee: Susan Brehm Ph.D. (Advisor); Barbara Weinrich Ph.D. (Committee Member); Wendy LeBorgne Ph.D. (Committee Member) Subjects: Speech Therapy

PHD, Kent State University, 2014, College of Education, Health and Human Services / School of Teaching, Learning and Curriculum Studies

The main purpose of this study was to measure differences in pre-service teachers' awareness levels of when self-determination behaviors are demonstrated in others. The current study examined relationships among many variables such as pre-service teachers' age, gender, current credits and degree, licensure, and professional experience. The last variable examined pre-service teachers' pre-and posttest scores both within and between experimental and control groups. The research question that guided the current study was: Can pre-service teachers become more aware of when a person behaves in a self-determined manner? To assess the affects of the intervention, a quasi-experimental design of pretest-posttest of the experimental group, and posttest only for the control group was used. Overall the results found that the experimental group demonstrated a significant increase across pre- and posttest scores in awareness by correctly identifying when components of self-determination were depicted in the videos. Furthermore, teachers showed growth in their ability to recognize specific steps to each skill demonstrated in the clips. Finally, teachers did not show significant improvement in misspecifications of self-determination when they mistakenly recorded a self-determined behavior when it was not evident in the video. Finally, in looking more closely at the intervention itself in raising understanding and awareness of steps to each of the nine skills of self-determination, the study found that participants had significant improvement in identifying all but two of the skills. The two skills that pre-service teachers did not significantly increase abilities in awareness and understanding were that of choice-making and self-advocacy.

Committee: Lyle Barton Ed.D. (Committee Chair); Robert Flexer Ph.D. (Committee Member); Joanne Caniglia Ph.D. (Other) Subjects: Curriculum Development; Education; Teacher Education

Master of Arts, The Ohio State University, 2012, EDU Physical Activity and Educational Services

The purpose of this study was to examine the effectiveness of video modeling as an intervention for teaching three different physical activities to four adolescents with significant disabilities. The study implemented a multiple baseline across three physical activities design through which experimental control was demonstrated. In addition to video modeling, positive reinforcement; verbal, gestural, and visual cues; and a live demonstration were implemented. The results of the study varied across participants. Two participants acquired the physical activities through video modeling. One participant required in-vivo training because she was unresponsive to video modeling. The fourth participant was making progress, but she was unexpectedly withdrawn from school, so her participation ended before she had acquired the skill.

Committee: Helen Malone PhD (Advisor); Moira Konrad PhD (Committee Member) Subjects: Behavioral Sciences; Special Education

Master of Arts, The Ohio State University, 2012, EDU Physical Activity and Educational Services

This study examined the effects of self-delivered video prompts via an iPod Touch on teaching six adolescents with moderate to severe intellectual and developmental disabilities two daily living skills. Students were taught the skill of washing a table with a spray bottle using video prompts presented by the instructor. Once a student reached 80% correct for three consecutive trials, they were taught to use the iPod Touch. In the next phase, the students used the iPod Touch to teach themselves the skill of vacuuming. Results of the study indicate that video prompting was an effective teaching tool for four of the six participants. Three of the participants also used the iPod Touch to teach themselves the skill of vacuuming.

Committee: Helen Malone (Advisor); Sheila Morgan (Committee Member); Chris Tullis (Other) Subjects: Special Education

Doctor of Philosophy, Miami University, 2009, Botany

The Basidiomycota are a group of morphologically diverse fungi. One characteristic that sets these fungi apart from the rest of the kingdom is the production of actively launched basidiospores called ballistospores. The ballistospore discharge mechanism is a process powered by the rapid movement of a drop of fluid, called Buller's drop, over the spore surface. Using biochemical techniques and mathematical modeling, this dissertation presents results from experiments that were designed to investigate how the discharge mechanism has been adapted in these diverse fungi. This is the first known comprehensive study to capture and model spore discharge in Basidiomycota using high speed video. Small particles are subject to viscous drag when in flight that greatly affects their trajectory. Using Stokes' law to model spore flight, we were able to estimate spore trajectory. The video data and estimates of energy usage during spore discharge reveal how the mechanism has been adapted to limit discharge distance in species with gilled and poroid fruiting bodies, and to maximize range in basidiomycetes that produce ballistospores on exposed surfaces. The limited discharge distance in mushroom-forming fungi may have evolved to prevent spores from being wasted by impaction on closely opposing surfaces (i.e., gills, tubes). In contrast, the farther range reached by fungi with exposed surfaces, allows the spores to be shot beyond the boundary layer of still air in which they develop. The 6-carbon sugar alcohol, D-mannitol, was the dominant hygroscopic compound found in Buller's drops across a range of species (from mushroom-forming fungi to basidiomycete yeasts) which indicates that it is conserved among species. This compound is involved in the formation of the Buller's drop, and therefore, a potentially necessary component of the discharge mechanism. Discharge distance is determined by both spore size and the size of Buller's drop. The size of Buller's drop is controlled by spore (open full item for complete abstract)

Committee: Nicholas Money PhD (Advisor); M. H. Hank Stevens PhD (Committee Member); Daniel Gladish PhD (Committee Member); Qingshun Quinn Li PhD (Committee Member); Michael Crowder PhD (Committee Member) Subjects: Cellular Biology