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Video Interaction Guidance in SWPBS schools

Video Interaction Guidance in SWPBS schools. Mariette Haasen & Trees Das m.haasen@fontys.nl & t.das@fontys.nl Fontys Opleidingscentrum Speciale Onderwijszorg Tilburg Fontys University of Applied Sciences, Department of Inclusive and Special Education. Program:. Video registration at school

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Video Interaction Guidance in SWPBS schools

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  1. Video Interaction Guidancein SWPBS schools Mariette Haasen & Trees Das m.haasen@fontys.nl & t.das@fontys.nl Fontys Opleidingscentrum Speciale Onderwijszorg Tilburg Fontys University of Applied Sciences, Department of Inclusive and Special Education

  2. Program: • Video registration at school • Introduction: Video Interaction Guidance • How to use VIG in SWPBS schools

  3. Videoregistration in schools

  4. Videoregistration • A recording in the classroom • Making a film analysis with the principles of VIG • VIG

  5. Father and Daughter Assignment : Watch the animated short film made by Michael Dudok De Wit. We have one question: • What happens in this film according to you?

  6. Focus on Video Interaction Guidance Activity: • Watch the video-tape, • observe and analyze objective elements of effective teacher skills:

  7. Effective teacher skills • Interaction • Instruction • Management

  8. interaction challenge support belongingness child competence autonomy classroom management instruction trust

  9. Change

  10. What is video interaction guidance (VIG)? VIG is an intervention that aims to enhance communication within relationships. It is most typically used for interactions between children and adults, either parents or professionals, Its aim is to give individuals a chance to reflect on their interactions, drawing attention to elements that are successful and supporting clients to make changes where desired

  11. How is VIG delivered? The process starts by helping the teacher to discover their own goals. Interactions are then filmed in their school and edited, to produce a short film that focuses on the positive aspects.

  12. In the video feedback sessions that follows, the teacher reviews the Micro-analysis of successful moments. Teacher and guide reflect collaboratively on the actions that are contributing towards achieving their goals, celebrate success and then set further goals for change. These reflections move very quickly from analysis of the behavior to the exploration of feelings, thoughts, wishes and intentions.

  13. Where is VIG used? VIG is used by at least 4000 practitioners in over 15 countries in helping professions (social work, education and health) and in business management. There are many links between projects all over Europe. There are also formal European-funded projects.

  14. Change

  15. Principles of “Basic interaction” By “basic interaction” we mean: • Following initiative • Response: nonverbal & verbal support • Turn changing / taking • Leading the interaction

  16. Experience Videoregistration • Microanalysis in the classroom • Objective: what can you observe? • Subjective: how do you interpretate this?

  17. Reflective Practitioner • Video interaction guidance makes the own practice concrete visible  gives the opportunity to self-reflection • Teachers develop self- consciousness of their own learning goals and professionalism • They develop professional skills and transform this to effective behavior in interaction

  18. VIG in SWPBS Support Staff Behavior Support Decision Making DATA SYSTEMS PRACTICES Support Student Behavior

  19. VIDEO & VIG and SWPBS Support of individual teachers regarding to interaction, classroom management, instruction Support of (individual) students Exchange with healthcare

  20. VIDEO & VIG and SWPBS • Illustration of values and expectations • Educational tool (students make a film on values) video’s Michael Kennedy • Instruction of good practices video’s Colvin etc. (Iris) • Data collection • Effect study • Mean of communication with parents

  21. From Data to Practice • Video of Kandinsky College in Nijmegen

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