Video FeedForward

Video FeedForward

Video Feedforward
Creating Brighter Futures
Background
VFF is an intervention that promotes behavioural change based on the concept of self- modelling.
Children are shown edited video clips of themselves succeeding in tasks/ situations they find

challenging. The desired change has to be possible (components of this skill have to be within their
repertoire).
VFF has a long history based on the work of Professor Peter Dowrick in New Zealand and the USA.
Research suggests that VFF has been effective at improving outcomes for children.
Applications;

Developing a new skill within their ZPD

Adapting social/ class/ school behaviour

Reducing anxiety in situations

Developing language, supporting speech

Teaching reading

Developing mathematical skills

Preparation for transitions (e.g. to preschool/ primary/secondary school/
adulthood)

Developing responses (e.g. developing
assertiveness)

Theoretical links;
Vygotskys Socio-cultural theory:
Model of Zone of Proximal
Development (ZPD) whereby learning
is scaffolded by a more skilled person.
VFF works within the ZPD and is
scaffolded by adults.
Banduras Social Learning theory:
Self modelling strengthens belief in
an individuals capacity. This is an
essential element for self efficacy.
Self efficacy influences generalisation
and maintenance.
Skinners Operant Behaviour theory:
Behaviour is modified as a result of
seeing/ experiencing the
consequence.
Seligmans theory of Learned
Optimism and Becks Cognitive
Behaviour
Theory
:
consciously
Still images from VFF intervention
challenging
negative self talk/ beliefs.
work:

Goal Setting

Review and
Evaluation
Discuss and
review
progressScaling goalsConsider further
evaluations

Sharing
Adult shares with
child- Pause and
discuss success
and generalisingConsider best
time and place to
view-Encourage
the child to be
responsible for
viewing process

Consult with key
adults and childTargets may
arise through
direct
involvementMust be
observable on
film- Scale goals

VFF
Process
Editing
Use an editing
program- Grab
successful
moments and
delete unwanted
scenes- Subtitle
pages can show
goals- Aim for 2-3
minute film

Planning
Involve the
child- Consider
using
storyboardsEnsure success
with prompts,
rehearsal,
setting, props etc
-VFF practitioner
as film director

Videoing
Remind the child
about the goals
and plan- Use a
good video
recorder/ iPadReassure them
parts can be
edited

Pre-intervention checklist;
Self recognition: Can the child recognise
themselves on video?
Motivation: Will the child find it intrinsically
rewarding to change their behaviour?
Distraction: Is the child able to block out
background distractions on the video?
Observable behaviour: Is it within their ZPD?
Can the elements be recorded using supports
or different contexts to give a good edited
performance?
Client capacity: Do they understand the
process?
ICT skills: Is someone able to edit the video?
Viewing capacity: Is a key adult able to view
the video
with
the
child?
References:
Landor,
M. &
Strathie,
C. Video Feedforward: Towards a
preferred
future. In Kennedy,
Landor, M. & Todd,
L. (2011). Video
Permission:
ObtainH.,necessary
permission.
Interaction Guidance: A relationship based intervention to promote
attunement, empathy and well being.

Roosje Rautenbach - Educational Psychologist - [email protected]

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