My experience with an Autism Spectrum son, and video as an educational and instructional tool, dates to the early 1990s. At that time, little to no research existed on the power of visual learning — be that typical or neurodivergent populations.

Just months earlier, my life had been turned upside down with the diagnosis that Jeff, my first born son, had Autism. What was this? How did this happen? I recall, in my alone moments, looking up and screaming to God, or at God, and doing a lot of crying over hopes and dreams lost.

No more waving goodbye. Avoidance of eye contact with parents and people. And a lack of response to verbal cues that suggested he was deaf.

But Jeff did engage in certain television programs, most important to him Sesame Street and

Wheel of Fortune. When he heard the theme song to either of these, he’d go running into the family room and plop himself in front of the screen.

Well then. He could hear. He could maintain eye contact. He could be engaged.

So I thought: why not try it? And off I went, with my big clunky VHS camcorder, tripod, white table and block letters. Remember, this is well before digital video and home computer edit programs existed. I started with the alphabet and numbers to 10. I’d place a letter or number, press record, speak slowly yet with enthusiasm, then pressed pause, only to repeat with the next in sequence.

I remember the first time I placed my “finished” product into the VCR, hoping and praying for the best for my little guy.

I wasn’t disappointed. In fact, I was overjoyed. He sat through the entire 10 minutes or so of Daddy sharing with him, focused intently on the monitor, and when over he cried to have this great new thing played again.

The Measures of Success

Over the next few months, Jeff continued to enjoy his Daddy video and showed that he was in fact learning from it. He began to verbalize these unique vowels, consonants and numbers.

And then, one day in a grocery store, a breakthrough: he looked up at the aisle sign hanging from the ceiling, pointed to it and said “two!” Yes, it was aisle two.

That’s called “generalizing knowledge.” It’s the ability to transfer something learned from one environment and utilize that knowledge in a totally different environment. It’s a challenge for many with Autism Spectrum. But Jeff had accomplished it, through video.

And it was a big deal. He could read. He could speak. Without prompting. And he could apply those skills in other environments besides sitting in front of a TV at home.

It was a breakthrough indeed.

The second breakthrough happened in much the same way. I was watching Jeff on that same family room floor become frustrated with a circle-triangle-square shape container. Unable to match them correctly, he simply took the cover off to drop the shapes in. After seeing this go on too many days, and trying to teach him to no avail, I sensed an exciting opportunity: could Jeff acquire this skill through video demonstration?

It took only two viewings of Daddy’s short tutorial on shape containers for Jeff to master it. Circle in circle. Plop! Square into square. Plop! Triangle into triangle. Plop!

I was again overjoyed and this time, truly amazed. Not only could video teach my son to read, speak and generalize his knowledge, it was also a problem-solving tool!

Successful Video Modeling Strategies

Eventually, word got out about Jeff’s progress with video. Copies of my “program” were made for parents who requested. Most if not all reported positive or remarkable results. Prompted by many and another two years later (denial takes a long time to exit the building), the Autism Society of America published my story in their international magazine.

The response, in an era just pre-dawn of email, was overwhelming. I received more than 300 letters from around the world — parents, grandparents, families, educators — all identifying with Jeff’s story while enthusiastically encouraging or begging me to produce programming for their little guys and girls too.

To make it happen better and faster, I called on my best friends in the advertising industry — videographers, video editors, audio editors, photographers — to ask if they’d participate in this noble venture. I had no money, but I did have dear friends. To a person they agreed, even if we only helped one more kid.

We did a lot better than one.

My formula for successful video modeling strategies incorporates the following tactics:

  • I serve as on-camera talent for intros, outros and transitions
  • I speak softly and slowly, as if I’m talking to Jeff
  • I have some fun and verbalize my humor or excitement when appropriate
  • The subject matter is captured or demonstrated visually
  • The subject matter is at the same time identified verbally
  • The subject matter (beyond alphabet and numbers) is at the same time identified with text graphics
  • The subject matter is later shown in still image
  • The still image is accompanied by actual handwriting that spells the name of the image — underneath the image — while each letter of the word is spoken
  • The programs are divided into short chapters in different settings to hold attention
  • No music or low volume music is used to not interfere in the learning process

Bringing Us To Today

I chose to name this video production company Special Kids because in the 90s, they were “special.” We were lucky to break even, and no one got rich, that’s for sure.

However, our impact was humbling. Thousands of lives improved in more than 30 countries, and via more than 500 United States School Systems.

But our programming only focused on developmental ages birth to maybe eight years old.

And our programming, state of the art at the time, is now low resolution and lacking in many new filming, editing and distribution options that would enhance the learning experience.

Today, to expand our reach to teens, adults and their issues, we’re embarking on a renewed mission and passion:

  • We’re renamed as Now I Know (serving all ages)
  • We’re targeting a total of 18 (or more) new programming titles for all ages — 9 original themes, plus 9 new themes for teens and adults
  • We’re committed to offer all our programs and products free to all who need
  • We’re set a goal of $99,000 to produce these 18 programs ($5,500 per)

We hope you’ll join with us via your generous support, faithful prayers and positive thoughts. Thank you.