Assessment Video Creation Guide

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Equipment Needed
Recording Tips
A-1: Frequency Data (Hand Flapping)
A-2: Duration Data (Tantrum)
A-3: Interval Recording (Vocal Stereotypy)
A-4: ABC Data Collection

🎥 Equipment Needed

You don't need professional equipment - a smartphone works great for these assessment videos.

📱

Smartphone or Tablet

For recording video

🚧

Tripod or Stable Surface

For steady shots

⏱

Stopwatch/Timer

For timing behaviors

📄

Printed Script

For the actor to follow

👤

Adult Volunteer

To role-play behaviors

🔒

Private Space

Quiet room for recording

💡 Recording Best Practices

🎬 Camera Position

Position camera to clearly show the behavior. For hand movements, ensure hands are visible throughout. Use landscape orientation.

🔇 Audio Quality

Record in a quiet space. For vocal stereotypy videos, audio clarity is essential. Test audio before the full recording.

💡 Lighting

Use natural light or well-lit room. Avoid backlighting (windows behind the actor). Shadows should not obscure the behavior.

⏰ Timing

Have a visible clock or use video editing to add timestamps. This helps create accurate answer keys.

👤 Use Adults Only

NEVER record actual clients. Always use adult volunteers role-playing the behaviors for training purposes.

💾 File Management

Name files clearly (e.g., "A1_HandFlapping_v1.mp4"). Store in Google Drive and keep answer keys in a separate document.

A-1 Frequency Data Collection: Hand Flapping

⏱ 2 minutes

Purpose

Trainees will watch this video and count instances of hand flapping using tally marks. This assesses their ability to collect frequency data using a clear operational definition.

Operational Definition to Use

Hand Flapping

Topography: Rapid, repetitive movement of one or both hands at the wrist while arm(s) are bent at elbow or extended, resulting in hands moving up/down or side-to-side in a flapping motion.

Onset: When hand(s) first move in flapping motion (minimum 2 consecutive up-down or side-to-side movements)

Offset: When hand(s) stop moving in flapping pattern for 2+ seconds, OR hands placed on surface, OR hands used for functional purpose

One Instance: One episode from onset to offset. If flapping stops for 2+ seconds and resumes = NEW instance

Script for Actor

🎬 Actor Instructions

Setting: Sit at a table or on the floor. Have some toys/items nearby. IMPORTANT: Follow these timing cues EXACTLY for the answer key to work. [0:00-0:04] Sit calmly, look around [0:05-0:12] FLAP both hands rapidly (7 seconds) - INSTANCE 1 [0:13-0:17] Rest hands on lap, look at toy [0:18-0:22] FLAP right hand only (4 seconds) - INSTANCE 2 [0:23-0:24] Brief pause (only 1 second - NOT a new instance) [0:25-0:26] Continue flapping briefly (1 second) - Still INSTANCE 2 [0:27-0:34] Pick up a toy, manipulate it normally [0:35-0:48] FLAP both hands excitedly (13 seconds) - INSTANCE 3 [0:49-0:54] Calm, hands in lap [0:55-0:58] FLAP left hand (3 seconds) - INSTANCE 4 [0:59-1:01] Pause 2+ seconds (resets) [1:02-1:05] FLAP both hands (3 seconds) - INSTANCE 5 [1:06-1:07] Pause 2+ seconds [1:08-1:09] Quick flap (1 second) - INSTANCE 6 [1:10-1:14] Rest, look around [1:15-1:25] FLAP enthusiastically (10 seconds) - INSTANCE 7 [1:26-1:29] Rest [1:30-1:32] FLAP (2 seconds) - INSTANCE 8 [1:33-1:34] Pause 2+ seconds [1:35-1:38] FLAP (3 seconds) - INSTANCE 9 [1:39-1:41] Pause 2+ seconds [1:42-1:45] FLAP (3 seconds) - INSTANCE 10 [1:46-1:47] Pause 2+ seconds [1:48-1:52] FLAP (4 seconds) - INSTANCE 11 [1:53-1:54] Pause 2+ seconds [1:55-1:57] FLAP (2 seconds) - INSTANCE 12 [1:58] Pause 2+ seconds [1:59-2:00] Quick FLAP (1 second) - INSTANCE 13 Total: 13 instances in 2 minutes

⚠ Critical Reminders for Actor

Make flapping OBVIOUS - exaggerate the movement so it's clearly visible on camera
Pause timing matters - pauses under 2 seconds do NOT create a new instance
Avoid functional hand movements - picking up toys, scratching, waving = NOT flapping
Stay in frame - keep hands visible to camera at all times

🔑 Answer Key

Instance	Timestamp	Duration	Notes
1	0:05-0:12	7 sec	Both hands
2	0:18-0:26	8 sec	Right hand, brief 1-sec pause included
3	0:35-0:48	13 sec	Both hands, excited
4	0:55-0:58	3 sec	Left hand only
5	1:02-1:05	3 sec	Both hands
6	1:08-1:09	1 sec	Quick flap
7	1:15-1:25	10 sec	Enthusiastic
8	1:30-1:32	2 sec
9	1:35-1:38	3 sec
10	1:42-1:45	3 sec
11	1:48-1:52	4 sec
12	1:55-1:57	2 sec
13	1:59-2:00	1 sec	Final quick flap

Total: 13 instances

Passing Range: 11-15 (within 80% IOA)

Post-Production Checklist

Video is exactly 2 minutes long
All hand movements are clearly visible
Audio is clear (or muted if distracting)
No identifying information visible
Answer key document saved separately
File named: A1_HandFlapping_v1.mp4

A-2 Duration Data Collection: Tantrum Behavior

⏱ 4 minutes

Purpose

Trainees will watch this video and time the duration of each tantrum episode using a stopwatch. This assesses their ability to identify behavior onset/offset and record duration data.

Operational Definition to Use

Tantrum Behavior

Topography: An episode including ONE OR MORE of: crying (tears/whimpering), screaming (above conversational volume), throwing self to floor, kicking legs, and/or flailing arms.

Onset: When FIRST tantrum topography occurs (first cry, scream, or drop to floor)

Offset: After 3 CONSECUTIVE SECONDS of: no crying/whimpering, no screaming, body upright, no kicking/arm flailing

Script for Actor

🎬 Actor Instructions

Setting: Room with space to move. Can be at table or on floor. NOTE: You will perform 3 distinct tantrum episodes with calm periods between. === EPISODE 1 (45 seconds) === [0:00-0:14] Sit calmly, perhaps looking at an activity [0:15] ONSET - Start screaming loudly [0:15-0:25] Scream and cry (10 seconds) [0:26-0:35] Continue crying, add arm flailing (10 seconds) [0:36-0:45] Crying continues, throw self to floor (10 seconds) [0:46-0:55] On floor, kicking legs, whimpering (10 seconds) [0:56-0:57] Quiet whimper (2 seconds - NOT calm yet) [0:58-1:00] OFFSET - Sit up, completely calm for 3 seconds [Duration: 45 seconds (0:15-1:00)] === CALM PERIOD === [1:01-1:29] Sit calmly, breathe normally, look around (28 seconds) === EPISODE 2 (83 seconds / 1 min 23 sec) === [1:30] ONSET - Drop to floor crying [1:30-1:50] Cry on floor, kick legs (20 seconds) [1:51-2:10] Scream loudly, flail arms (20 seconds) [2:11-2:25] Crying, rolling on floor (15 seconds) [2:26-2:40] Crying softens, still kicking occasionally (15 seconds) [2:41-2:48] Quiet cry, body mostly still (8 seconds) [2:49-2:50] Brief silence (2 seconds - NOT 3 yet!) [2:51] Quick whimper (resets offset clock) [2:52-2:53] OFFSET - Completely calm, sit up, 3 seconds quiet [Duration: 83 seconds (1:30-2:53)] === CALM PERIOD === [2:54-3:09] Recover, sit calmly, breathe normally (15 seconds) === EPISODE 3 (28 seconds) === [3:10] ONSET - Sudden loud scream [3:10-3:20] Scream and cry (10 seconds) [3:21-3:30] Crying, some arm movements (10 seconds) [3:31-3:35] Crying softens (5 seconds) [3:36-3:38] OFFSET - Quiet and calm for 3 seconds [Duration: 28 seconds (3:10-3:38)] === END === [3:39-4:00] Remain calm until end of video

⚠ Critical Reminders for Actor

3-second offset rule - behavior doesn't end until 3 FULL seconds of calm
Brief quiet moments - 1-2 seconds of quiet during a tantrum does NOT end the episode
Make transitions clear - the onset and offset should be obvious
Stay in frame - especially when on floor, stay visible to camera

🔑 Answer Key

Episode	Onset	Offset	Duration	Acceptable Range
1	0:15	1:00	45 seconds	42-48 seconds
2	1:30	2:53	83 seconds (1:23)	80-86 seconds
3	3:10	3:38	28 seconds	25-31 seconds

Pass Criteria: All 3 durations within acceptable range

Pass with Remediation: 2 of 3 correct

Fail: Fewer than 2 correct

Post-Production Checklist

Video is approximately 4 minutes long
All behaviors are clearly visible (even floor behaviors)
Audio captures screaming/crying clearly
Calm periods are obviously different from tantrum periods
Answer key document saved separately
File named: A2_Tantrum_Duration_v1.mp4

A-3 Interval Recording: Vocal Stereotypy

⏱ 5 minutes

Purpose

Trainees will practice both PARTIAL interval (first 2 min) and WHOLE interval (last 3 min) recording using 15-second intervals. This assesses understanding of both methods.

Operational Definition to Use

Vocal Stereotypy

Definition: Non-functional vocalizations including scripting (repeating phrases from media), repetitive sounds, humming, or echolalia that is not communicative.

Examples: Repeating "To infinity and beyond!" repeatedly; humming same 4-note pattern; making "eee-eee-eee" sounds

Non-Examples: Requesting items, answering questions, singing along during music activity

Script for Actor

🎬 Actor Instructions - PART 1: Partial Interval (0:00-2:00)

For PARTIAL interval: Trainee marks (+) if behavior occurred AT ANY point in the 15-second interval. Interval 1 (0:00-0:15): Script "Let it go!" at 0:08 (3 seconds) → MARK + Interval 2 (0:15-0:30): Silent, look around → MARK - Interval 3 (0:30-0:45): Hum tune at 0:32 (5 seconds) → MARK + Interval 4 (0:45-1:00): Say "To infinity!" at 0:50, then again at 0:55 → MARK + Interval 5 (1:00-1:15): Silent, play with hands → MARK - Interval 6 (1:15-1:30): Make "eee" sound briefly at 1:28 → MARK + Interval 7 (1:30-1:45): Silent → MARK - Interval 8 (1:45-2:00): Script movie line at 1:50 (4 seconds) → MARK + Answer: +, -, +, +, -, +, -, +

🎬 Actor Instructions - PART 2: Whole Interval (2:00-5:00)

For WHOLE interval: Trainee marks (+) ONLY if behavior occurred for ENTIRE 15 seconds. Interval 1 (2:00-2:15): Script for 8 seconds, then quiet → MARK - Interval 2 (2:15-2:30): Silent entire interval → MARK - Interval 3 (2:30-2:45): Hum continuously for full 15 seconds → MARK + Interval 4 (2:45-3:00): Silent → MARK - Interval 5 (3:00-3:15): Script for 10 seconds, quiet for 5 → MARK - Interval 6 (3:15-3:30): Silent → MARK - Interval 7 (3:30-3:45): Continuous "eee" sound entire interval → MARK + Interval 8 (3:45-4:00): Silent → MARK - Interval 9 (4:00-4:15): Brief script at 4:05 (2 seconds) → MARK - Interval 10 (4:15-4:30): Silent → MARK - Interval 11 (4:30-4:45): Continuous humming entire interval → MARK + Interval 12 (4:45-5:00): Hum for 12 seconds, quiet for 3 → MARK - Answer: -, -, +, -, -, -, +, -, -, -, +, -

⚠ Critical Reminders for Actor

WHOLE interval requires FULL 15 seconds - even 14 seconds = mark as (-)
Vary the stereotypy - use different types (scripting, humming, sounds)
Make audio clear - the vocalizations must be audible on recording
Use a visible timer - or edit in interval markers in post-production

🔑 Answer Key

Part 1 - Partial Interval (Intervals 1-8):

+, -, +, +, -, +, -, +

(5 intervals with stereotypy, 3 without)

Part 2 - Whole Interval (Intervals 1-12):

-, -, +, -, -, -, +, -, -, -, +, -

(3 intervals with FULL stereotypy, 9 without)

Pass Criteria: 85% agreement (17/20 intervals correct)

Fail: Below 85% or used wrong recording method for section

A-4 ABC Data Collection: Behavior Incidents

⏱ 2-3 minutes

Purpose

Trainees will watch and identify the Antecedent, Behavior, and Consequence for 2 clear behavioral incidents. This assesses understanding of the three-term contingency and ability to identify behavioral function.

Setup Requirements

You will need 2 actors:

Actor 1: "Adult" (parent/teacher role)
Actor 2: "Child" (can be adult role-playing)

Props needed: Blocks or toys, phone (for adult), table or floor space

Script for Actors

🎬 INCIDENT 1: Escape Function (0:30-0:50)

[0:00-0:29] Setup: "Child" is playing with blocks. "Adult" is nearby. [0:30] ANTECEDENT: Adult says clearly: "Okay, time to clean up the blocks!" [0:32-0:35] BEHAVIOR: Child screams "NO!" loudly and throws one block toward the wall (not at a person) [0:36-0:40] CONSEQUENCE: Adult sighs and says "Okay, okay, you can have 2 more minutes" [0:41-0:55] Child continues playing, adult walks away --- FUNCTION: ESCAPE - The behavior resulted in avoiding/delaying the demand

🎬 INCIDENT 2: Attention Function (1:15-1:45)

[0:56-1:14] Setup: Adult is on phone, back partially turned. "Child" is nearby, looking bored. (Can use a "sibling" pillow or have a third actor) [1:15-1:20] ANTECEDENT: Adult is clearly engaged in phone call, not looking at child. Child looks at adult, adult doesn't notice. [1:21-1:25] BEHAVIOR: Child hits sibling/pillow on the arm with open hand (make hitting motion visible and make sound) [1:26-1:35] CONSEQUENCE: Adult immediately ends call, comes over, makes eye contact with child, says firmly "We don't hit! That's not okay!" and sits down with both children. [1:36-2:00] Adult is now giving attention to children, phone is put away --- FUNCTION: ATTENTION - The behavior resulted in getting adult's attention

⚠ Critical Reminders for Actors

Make A-B-C very clear - exaggerate the sequence if needed
Speak loudly and clearly - audio must capture the consequence statement
Show the function - make it obvious that the child "got" something (escape or attention)
Pause between incidents - at least 15-20 seconds of calm between scenes

🔑 Answer Key

Incident 1 (Timestamp: ~0:30-0:40)

A:	Adult says "Time to clean up the blocks"
B:	Child screams "NO!" and throws block toward wall
C:	Adult says "Okay, you can have 2 more minutes"
Function:	ESCAPE - behavior resulted in avoiding/delaying demand

Incident 2 (Timestamp: ~1:15-1:35)

A:	Adult talking on phone, not attending to child
B:	Child hits sibling on arm with open hand
C:	Adult ends call, comes over, says "We don't hit!" and sits with children
Function:	ATTENTION - behavior resulted in getting adult attention

Pass Criteria: Correctly identifies A, B, C for both incidents using observable language (action verbs, not emotions)

Bonus: Correctly identifies likely function for each incident

💾 Storing and Organizing Your Videos

Recommended Folder Structure

                NHT_Assessment_Videos/

                ├── A_Measurement/

                │   ├── A1_HandFlapping_v1.mp4

                │   ├── A1_HandFlapping_AnswerKey.pdf

                │   ├── A2_Tantrum_Duration_v1.mp4

                │   ├── A2_Tantrum_AnswerKey.pdf

                │   ├── A3_VocalStereotypy_v1.mp4

                │   ├── A3_Interval_AnswerKey.pdf

                │   ├── A4_ABC_Incidents_v1.mp4

                │   └── A4_ABC_AnswerKey.pdf

                ├── B_SkillAcquisition/

                │   └── (role-play assessments - no videos needed)

                └── Answer_Keys/

                    └── Master_Answer_Key.xlsx

Updating Videos in the System

Once you've created your videos and uploaded them to Google Drive or YouTube:

Get the embed URL (YouTube: youtube.com/embed/VIDEO_ID)
Open admin.html in a code editor
Find the task's videoUrl field
Replace null with your embed URL
Remove the videoNote line if desired