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Running: VIDEO MODELING COOKBOOK
Video Modeling to Teach Cooking to Students with Autism
by
Barbara Storfer
In partial fulfillment of the Master of Arts in Education
School of Education
College of Education, Health, and Human Services
California State University San Marcos
April 30, 2015
VIDEO MODELING COOKBOOK
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Table of Contents
ABSTRACT ..................................................................................................................................................... 3
CHAPTER ONE ..................................................................................................................................... 4
INTRODUCTION.................................................................................................................................... 4
Purpose of Project....................................................................................................................................................................6
Significance of Project ...........................................................................................................................................................6
Definition of Terms ..................................................................................................................................................................6
CHAPTER TWO .................................................................................................................................... 8
LITERATURE REVIEW .......................................................................................................................... 8
AUTISM ............................................................................................................................................... 8
Definition .....................................................................................................................................................................................8
Diagnosis .....................................................................................................................................................................................9
Common Characteristics .................................................................................................................................................... 10
EVIDENCE-BASED PRACTICES IN EDUCATING STUDENTS WITH AUTISM............................................. 11
Evidence-Based Practices Defined ................................................................................................................................ 11
Evidence-Based Practices for Students with Autism............................................................................................... 12
VIDEO MODELING ............................................................................................................................. 13
Accessing Video Models through QR Codes .............................................................................................................. 14
CHAPTER THREE ............................................................................................................................... 16
METHODOLOGY ................................................................................................................................ 16
Design......................................................................................................................................................................................... 16
Audience .................................................................................................................................................................................... 16
Procedures ................................................................................................................................................................................ 17
CHAPTER FOUR ................................................................................................................................. 19
RESULTS ........................................................................................................................................... 19
CHAPTER FIVE................................................................................................................................... 21
DISCUSSION ...................................................................................................................................... 21
Project Summary.................................................................................................................................................................... 21
Limitations ................................................................................................................................................................................ 22
Next Steps.................................................................................................................................................................................. 22
Lessons Learned and Educational Implications ....................................................................................................... 23
Conclusion ................................................................................................................................................................................ 24
REFERENCES ..................................................................................................................................... 26
APPENDIX A ..................................................................................................................................................... 29
“LET’S GET COOKING” COOKBOOK .............................................................................................................. 29
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Abstract
A goal of special education is to give individuals the opportunity to build the necessary
skills for living life as independently as possible. Independent living skills include such skills as
doing laundry, using modes of transportation (e.g., trolley, bus) to get from place to place, and
learning to cook. Cooking can be a challenging life skill to teach and learn, due to the complexity
of recipes and varying language levels of written recipes. This product of this project is a simple
cookbook entitled Let’s Get Cooking - A Beginners Guide to Cooking Great Meals! The
cookbook provides recipes for five breakfast choices, five lunch choices, five dinner choices, and
five snacks. The recipes are all presented with clear steps for completion. Within this cookbook
are grocery lists for each chapter, which indicate the recipe or recipes for which the ingredient
will be used. To promote maximum accessibility for any reader or user, each chapter also has a
utensil list, with a photo of each utensil. This cookbook contains explicit instructions for creating
a video model, including an example video model created by the author. All video models are
linked to a Quick Response (QR) code. The purpose of the code is for any individual or class
using the cookbook to be able to scan the QR code, which takes the user to the video model.
Instructions for how to create a video model and link it to a QR code also included. This helps
promote independence by eliminating the need for prompting through a recipe. This cookbook is
intended for use within classrooms as well as community and home settings.
Keywords: autism, Quick Response (QR) code, cooking, independence, video modeling
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Chapter One
Introduction
Working with students with disabilities is an exciting and challenging field. There are
several challenges as an educator in this field, specifically the lack of curriculum in the area of
functional skills. As a first year teacher working as an intern in my own classroom, this became
my biggest challenge. I was teaching a practical skills high school class at a non-public school
for students diagnosed with Autism who exhibited challenging behaviors. I had a complex
classroom, with students ranging in age from 13 to 19, all of who were eligible for special
education and whose IEP teams deemed that the services provided at this school were necessary.
By participating in a functional skills curriculum, students worked on essential life skills
that would allow them to live as independently as possible. These areas included shopping at the
grocery store, going to the library, doing laundry, cleaning, and cooking. As a chef in training
myself, cooking became my favorite area to teach. Every week, we would decide on a recipe as a
whole class. All of our recipes were designed around students’ specific food limitations and
likes. I always took allergies and other dietary restrictions into consideration when deciding on
each recipe. On Friday, we would decide on the recipe we would be cooking the following week.
We would look up the necessary ingredients, and then check our kitchen pantry to see if we
already had them on hand. If we did not have the items, the students would write a grocery list to
be purchased on our Monday trip to the store. We completed our cooking on Thursday
afternoons.
While this was a fun and exciting experience for most students, it brought up a
challenging aspect of teaching as a special educator. I had nine students in my classroom, with
reading levels ranging from pre-Kindergarten through ninth grade. Most of our recipes were
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from websites or books that presented the recipes in a written format, with a picture to show the
final product. While this was simple for my higher readers to understand, it was a struggle for
my lower groups. As a result, my students with higher reading levels would read the recipes,
while the other students helped with the actual measuring out of the ingredients. After a few
cooking lessons, I still struggled with find ways to allow all of the students to have equal access
to the recipes and learning how to cook with the recipes. I began to show them all the tangible
items, such as measuring cups and all ingredients measured out so they could duplicate it. This
became an effective way to have all students actively participating. But it created double work,
as we created two of the same recipes. This led me to search out best practices for teaching
cooking to students with reading, developmental and other challenges, such as autism.
In researching how students with autism are best supported in learning, the idea of video
modeling came up several times. Brainstorming several ideas (e.g., creating a picture cookbook,
creating an all-video modeled cookbook) I still struggled with the goal of finding a way to make
recipes accessible to all students. This led me to the product of this project - the creation of a
cookbook that combined written recipes with video models of executing the recipes. For my
cookbook, I compiled recipes for breakfast, lunch, dinner, and snacks. The recipes will contain a
scan bar, also known as a QR code, which will link to a video of me, the author, demonstrating
how to cook the recipe. There will be one video model for each section. The cookbook will also
contain explicit instructions for anyone to create their own video models and QR codes, as there
have been studies showing that video modeling is most effective when presented by a familiar
model. With the advancements in technology, the use of video modeling is a perfect way to assist
students with learning important functional skills to advance their independence.
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For the remainder of this project, I will refer to myself as the author. I will provide the
reader with an overview of important aspects and components, including an overview autism,
current best practices when working with students with Autism, the effectiveness of video
modeling, why the cookbook was designed the way it was, an overview of the cookbook, and
will conclude with possible challenges and limitations with the cookbook and video models.
Purpose of Project
The purpose of this project is to create a cookbook to be used to assist individuals with
autism to prepare their own meals with minimal assistance. The other purpose of this project is to
allow parents and educators to create custom video models to demonstrate the steps of executing
the recipes autism and guide users to prepare meals as independently as possible.
Significance of Project
This project can improve education by allowing educators to create custom video models
for students with autism to allow them to prepare meals for themselves. This project will affect
students by allowing them to watch a video that shows the step-by-step process for preparing
each recipe. By utilizing video models, the need for staff or teachers to provide physical
prompting will be eliminated. It can also be a valuable resource for individuals living
independently. The plan for this project will be a follow-up series of books, each increasing in
difficulty and complexity, to allow for lifelong learning in this very important functional skill.
Definition of Terms
Autism Spectrum Disorder or autism. Autism Spectrum Disorder or autism is a
diagnostic label for any of a group of developmental disorders (as autism and Asperger's
syndrome) marked by impairments in the ability to communicate and interact socially and by the
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presence of repetitive behaviors or restricted interests (Merriam-Webster Dictionary, 2015,
www.merriam-webster.com/dictionary/autism)
Evidence- based practice. An evidenced-based practice is an instructional intervention
that is based upon research. As a verb, evidence-based practice is the disposition of a practitioner
to base the selection of their interventions in science (Council for Exceptional Children, 2015,
para. 1).
Individuals with Disabilities Education Act (IDEA) 2004. The Individuals with
Disabilities Education Act (IDEA) 2004 is a federal law ensuring services to children with
disabilities. IDEA governs how states and public agencies provide early intervention, special
education and related services. More than 6.5 million eligible infants, toddlers, children, and
youth with disabilities receive services through IDEA (U. S. Dept. of Education, 2015, para. 1).
Prompting. From the 2011 Evidence-Based Practices in Educating Children with
Autism document published at the North Carolina Department of Public Instruction Exceptional
Children Division website, prompting “is a behaviorally-based teaching strategy in which
learners are assisted in some way to complete a task or activity” (p. 2).
Quick Response (QR) Code. A QR code is a matrix bar code that is read by
photographing it with the camera of a Smartphone or other mobile device that is equipped with a
bar-code reader (http://dictionary.reference.com/browse/qr-code, para. 1).
Video modeling. Video modeling is “a visual teaching method that occurs by watching a
video of someone modeling a targeted behavior or skill and then imitating the behavior/skill
watched” (Watch Me Learn, 2015, p. 1).
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Chapter Two
Literature Review
Autism Spectrum Disorder (ASD) or autism is one of the most rapidly growing disability
category within the U.S and other nations. According to the Center for Disease Control (2015),
children are being diagnosed with ASD or autism at an alarming and rapidly increasing rate. The
latest statistics indicate that one in 68 children are diagnosed with ASD or autism. According to
data reported on the Autism Society “Facts and Statistics” page (http://www.autismsociety.org/what-is/facts-and-statistics/) more than 3,500,000 are living with autism in the United
States alone.
This literature review will examine contemporary thinking about what autism is and what
some common characteristics of autism might be. Next evidenced best practices for educating
students with autism are examined. The literature review closes with an exploration of video
modeling and the use of Quick Response codes.
Autism
Definition
As the ASD or autism diagnosis continues to grow among, it is important to understand
what the disorder means. Autism Spectrum Disorder is considered a developmental disability
that typically affects an individual’s social ability, areas of communication, and causes
behavioral challenges. The National Institute of Neurological Disorders and Stroke (2015) has
defined autism as “a range of complex neurodevelopment disorders, characterized by social
impairments, communication difficulties, and restricted, repetitive, and stereotyped patterns of
behavior” (www.ninds.nih.gov/disorders/autism/detail_autism.htm, para. 1). The Organization
for Autism Research (2010) explains that individuals are typically diagnosed by age three and
emphasized broadness of the disorder. No two people with autism are alike, although many may
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exhibit similarities in behaviors. Prior to 2013, the Diagnostic and Statistical Manual of Mental
Disorders-IV stated that autism with one of a series of five other pervasive disorders including
Asperger’s Disorder, Pervasive Developmental Disorder- Not Otherwise Specified, Childhood
Disintegrative Disorder, and Rett Syndrome. (UC San Diego School of Medicine: Autism Center
of Excellence Center, 2015). Since 2013, the Diagnostic and Statistical Manual of Mental
Disorders-V includes all of these disorders under the umbrella term of Autism Spectrum
Disorder. According to the Center for Disease Control’s Autism and Developmental Disabilities
Monitoring (ADDM) Network (http://www.cdc.gov/ncbddd/autism/addm.html), one in every 42
boys will be diagnosed with autism, while one in every 189 girls will have the diagnosis.
Diagnosis
Parents typically notice early signs of autism, as their child fails to meet typically
developing milestones. According to the National Institute of Neurological Disorders and Stroke
(2015) Autism Fact Sheet, these missing milestones include little babbling by age one, lack of
words or phrases by age two, no response when their name is called, lack of language or social
interaction skills, failure to make or initiate eye contact, repetition or obsession of items being
lined up, or lack of smiling or facial expression. Autism may be initially detected through early
screening. A family’s health care provided may provide the family with a questionnaire and
direct observations by the family and the physician may be part of the early screening. If the
child is in child care or education settings other than the home, those educators may also be
asked to complete a screening instrument. When autism is suspected, a more in depth and
comprehensive assessment is completed by a multidisciplinary team of personnel with expertise
related to autism. The team may include a neurologist, psychologist, speech and language
therapist, and other professionals with the ability to participate.
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The Virginia Department of Education Office of Special Education and Student Services’
2010 Guidelines for Educating Students with Autism Spectrum Disorders document describes
best practices in assessment stating the following.
“Assessment of students for whom ASD is suspected should be multidisciplinary
and comprehensive. A formal psychological assessment by a psychologist
experienced in evaluating individuals with ASD should be at the core of the
evaluation. A component of his assessment should be the use of multiple wellrecognized and substantiated diagnostic tools. This is imperative because of the
subtle symptomology present in some students with the disability. There is no
single definitive assessment for suspected ASD; each relies on the clinical
judgment and skill of the professional by whom it is administered. The use of
multiple tools will ensure accurate findings” (p. 13)
Common Characteristics
Common characteristics exhibited by individuals with autism typically are categorized
into three categories: social skills, communication skills, and behaviors. Within the area of social
skills, individuals with autism typically have difficulty making connections with others. This
might look like a lack of interaction with peers or sharing of toys or items and difficulty
understanding the perspective or feelings of others (American Speech-Language-Hearing
Association, 2015). In the area of communication skills, some individuals may not develop fully
functional speech. A commonly known communication characteristic is echolalia, where an
individual repeats words immediately after someone speaks them or even after hours of delay.
This can be seen with some individuals who repeat lines from movies or simple phrases. Unusual
or repetitive behavior is a common characteristic of an individual having autism. The behaviors
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might be include flapping of hands or walk in specific patterns. Fascination with a particular
interest (e.g., trains, moving parts on a toy, particular movie scene) are also common among
some individuals with autism (National Institute of Mental Health, 2011). The most common
behavioral indicator is difficulty with changes to routines. This could be refusing to take a
different route to school, insistence on eating the same food items for the same meals each day.
Changes in routine could cause emotional distress and outbursts that can become physical.
Evidence-Based Practices in Educating Students with Autism
Evidence-Based Practices Defined
According to IDEA (2004), evidence-based practices should be used when educating any
student with a disability. Evidence based practices are defined as those that “employs systematic,
empirical methods that draw on observation or experiment; involves rigorous data analyses that
are adequate to test the stated hypotheses and justify the general conclusions drawn; relies on
measurements or observational methods that provide reliable and valid data across evaluators
and observers, across multiple measurements and observations, and across studies by the same or
different investigators.” (Virginia Department of Education, Office of Special Education and
Student Services, 2010, p. 20).
For individuals with autism, there is no one-size-fits-all plan for education, so educational
techniques should be presented in ways that make material accessible for all learners. As the
Virginia Department of Education (2010) notes:
“The highest quality educational programs incorporate a variety of empirically
validated practices that are specifically selected to address the multitude of needs
for any given student. Intervention must be properly matched to the particular
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student, the skill being taught, and the environment in which it is being used.” (p.
22)
Lovannone, Dunlap, Huber, and Kinkaid (2003) identified six key themes that should be
utilized when educating students with autism. These themes included individualizing services
and supports for each student, using systematic instruction for teaching material, creating
structured environments, teaching through the use of specialized curriculum content, using a
system such as applied behavior analysis to manage behaviors, and emphasizing family
involvement in education.
Evidence-Based Practices for Students with Autism
There are several evidence-based practices shown to be effective in educating students
with autism. The Northwest Autism Center (2015) has identified what it calls universal best
practices that are foundational to all successful intervention programs for students with autism.
They include early intervention, individualizing education, structured environments, progress
monitoring and restructuring when needed, reinforcement schedules for behavior modification,
small group instruction, teaching in multiple settings to allow the skill to be generalized, highly
trained paraeducators, parent training, and ensuring interventions are carried out across all
settings.
Prompting. A specific practices that support students with autism learn is prompting.
Prompting is a technique where the learner is assisted in some way to complete a task. There is a
hierarchy of prompting that progress from the least to the most intrusive (North Carolina
Department of Public Instruction, Exceptional Children Division, 2011). Owen (2005) of the
Diagnostic Center of Southern California (2005) describes most intrusive prompt to be a full
physical prompt (sometimes referred to as “hand-over-hand”) in which the educator places their
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hand over the student’s and guides the student through the task. Partial physical prompting is
where the prompt could be as simple as touching the student’s hand to initiate the desired
response, follows this prompt. Next on the hierarchy is modeling. This is where the educator
non-verbally shows the student what is expected of them. The next less intrusive prompt is
gesturing, where the educator points to the desired movement or location the student is expected
to go to. The least intrusive prompt is known as a verbal prompt, in which the educator gives a
direct statement of what they want the student to do. The ultimate goal is independence or the
lack of need for any level of prompting.
Video Modeling
When referring to prompt levels, modeling is listed as one of the less intrusive prompts.
Video modeling is a specific type of modeling where the individual watches videos of himself or
herself (video self-modeling) or where the individual watches a peer or adult performing the task
they will be required to do (Delano, 2007). Abdullah and Corbett (2005) note that video
modeling “has been used to target a variety of behaviors, across many areas of functioning
including language, social behavior, play, academics and adaptive skill.” (p. 1). Among adaptive
skills are skills such as cooking.
Video models can be commercially made or custom made. In a commercially made video
model, an unknown model is used. In a custom made video model, a familiar person serves as
the model for the student. Mechling, Ayres, Foster, and Bryant (2013) compared the two types of
video modeling and found that all students were able to perform more steps correctly in a
cooking task when the video model was custom made, having the teacher serve as the model.
Johnson, Blood, Freeman, and Simmons (2013) examined the effectiveness of video models for
teaching food preparation skills thought the use of an iPod touch was evaluation. Their findings
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also showed video modeling to be an effective way to teach cooking, as both students involved
were able to perform the task with increased independence and with a decreased number of
physical prompts needed.
Accessing Video Models through QR Codes
Quick Response (QR) codes are a relatively new area being used with students with
special needs. A Quick Response (QR) code has been described as, “a machine-readable code
consisting of an array of black and white squares, typically used for storing URLs or other
information for reading by the camera on a Smartphone” (Oxford Dictionary, 2015, para. 1) or “a
matrix bar code that is read by photographing it with the camera of a Smartphone or other mobile
device that is equipped with a bar-code reader (http://dictionary.reference.com/browse/qr-code,
para. 1).
QR codes are now being used in classrooms for a variety of purposes. In Kathy Schrock’s
Guide to Everything (Schrock, 2011) on her blog http://www.schrockguide.net/qr-codes-in-theclassroom.htmlSchrock, Schrock, an instructional technology professor and former middle
school educator, identifies several ways in which QR codes can be used. Among her ideas are
adding a QR code to a book that links the book to a review site, creating a QR code to a back to
school scavenger hunt, or using a QR code as a resource for students writing papers by placing a
QR code with links to their specific topic on their cover page.
With the advancements in the field of technology, QR codes are providing a simple way
to access valuable information that may not have been easily accessible in the past. QR codes are
also an easy way to differentiate instruction. On edutopia.org, Burns (2013) shares ideas on how
to use QR codes in two different ways - by linking all students to the same website but
differentiating the follow-up activities and also linking students to different websites for the
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same activity. Lee (2015), a third grade teacher at the Atlanta Area School for the Deaf uses QR
codes to assist her students to learn American Sign Language for the words on her word wall.
Whatever the use of QR codes, they are an up and coming way to individualize education for all
students.
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Chapter Three
Methodology
This product of this project is a simple cookbook entitled Let’s Get Cooking - A
Beginners Guide to Cooking Great Meals! What follows is a description of the design, audience
and procedures by which this product was created.
Design
For this project, the author set forth to create a cookbook to be paired with video models for
students and individuals with autism. The cookbook provides recipes for five breakfast choices,
five lunch choices, five dinner choices, and five snacks. It is specifically designed for persons
with autism, but can be used by their family members, teachers, and by any person who could
benefit from simple and explicit instruction in cooking meals with the support of video models.
The cookbook is specially designed to contain an example video model and Quick
Response (QR) code in addition to explicit instructions on how to create video models and link
them through quick response codes. This cookbook is a way for individuals with autism to
prepare meals for themselves without the need for repeated real-time modeling and physical
assistance from an outside party.
Audience
This cookbook was designed with several audiences in mind. The first audience was
teachers working in a functional skills classroom. This was drawn from the author’s personal
experiences and knowing how beneficial this procedure would be for promoting students
independence. The second audience the project is intended for is parents of individuals with
Autism. Through the creation and use of video models, their children would be able to prepare
their own meals at home. The final audience was individuals living on their own. If they had pre-
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made video models to watch and duplicate, they could cook for themselves within their home
setting. This project was geared towards students participating in the high school setting all the
way through adulthood, either living at home with parents or others or living independently.
Procedures
There were several steps required to complete this project. To begin, the author gathered
several recipes to be included based upon criteria that required the recipe to be simple in terms of
complexity of steps, instruments used, and grocery items. It was decided that there would be one
chapter each related to four different types of meals - breakfast, lunch, dinner, and snacks. Each
chapter was labeled based upon these four common meals eaten throughout the day (breakfast,
lunch, dinner, and snacks).
The author decided that each section would contain five recipes, one for each day of the
5-day workweek. With this number of items per meal and the four meal options, this allowed for
over many dozens of possible combinations of meal plans across the sections. This would allow
for a variety of daily meal plans, as opposed to repeating the same recipe or meal plan over and
over again (e.g., this is Monday’s menu; this is Tuesday’s menu).
Once recipes were decided upon, each chapter was formulated with title page, with a
common format. Namely, immediately followed by a chapter-shopping list, identifying the
ingredients (listed in alphabetical order), the amount needed, and the recipes it was used in. This
allowed for easy grocery shopping for the week, based upon the recipes to be prepared.
Following the shopping list was a utensil list, separated based upon electric appliances
and manual utensils. For each recipe, each used utensil is included with a picture of the utensil
next to the utensil name/description. This is a great way to get users into a routine of getting and
staying organized prior to cooking.
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It was decided that each individual recipes all contained text boxes that identified the
required ingredients and utensils needed. This allowed for easy preparation prior to attempting to
complete the steps. Below the ingredients and utensils is a detailed sequence of steps (i.e., a task
analysis) required in order to complete the recipe. These steps are written out so only one step is
done at a time and logically builds upon the next.
Video models are an important element of this project. To teach users how to prepare and
use video models, the second chapter of the book provides detailed instructions for creating a
video model. These instructions are included so any teacher or parent would have the steps and
tools to create a personalized video and serve as the familiar person for the user. As part of these
instructions are ones that explicitly detail how to create a YouTube account as well as how to
create a QR code.
How to develop and attach to a QR code to the YouTube is included as a special feature
of this cookbook to promote successful execution of the implementation of the recipes and to
personalize the visual modeling of the recipe. This process allows the use of a QR scanner to
scan the QR code that takes the user directly to the video model of the recipe on YouTube. These
codes and videos are the special aspect of this cookbook that are intended to facilitate and
accelerate independence in cooking.
All language used in the cookbook is deliberately selected to be a simple reading and
conversational level, as are the ingredients. Store-prepared ingredients were chosen to eliminate
unnecessary preparation steps for the individual and increases accessibility for any individual
doing the cooking. As the cookbook series progresses with the addition of more challenging
recipes, the ingredients will require more preparation prior to the actual cooking.
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Chapter Four
Results
Appendix A presents the cookbook entitled Let’s Get Cooking - A Beginners Guide to
Cooking Great Meals! which is the result of the application of the procedures for the cookbook
development. This cookbook was written with the intention of it being used by parents, teachers,
and individuals with autism as a way to promote independence for individuals to prepare their
own meals. As the reader will see, within this cookbook is an introduction explaining the
purpose of this project. Following the introduction is a chapter that provides explicit instructions
on how to create a video model, a YouTube account, and a QR code. The remaining chapters are
broken down by mealtime category - breakfast, lunch, dinner, and snacks. Each chapter contains
five simple recipes, presented in an easy to follow format. Each recipe contains the required
ingredient list accompanied by the necessary utensils and detailed steps for completion. The last
chapter provides lists of resources pertaining to autism, video modeling, and the creation and use
of quick response codes.
The following page contains the Table of Contents for the cookbook entitled Let’s Get Cooking A Beginners Guide to Cooking Great Meals! Within this table of contents, the reader will find
the exact locations of recipes and other important components necessary to preparing wonderful
meals.
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Let’s Get Cooking - A Beginners Guide to Cooking Great Meals!
Table of Contents
Chapter 1: Introduction
Introduction…………………………………………………………………………………………………………….…Page 4
Video Models…………………………………………………………………………………………………….……Page 5
Quick Response (QR) Codes………………………………………………………………………………..Pages 6-7
Chapter 2: Breakfast Recipes
Shopping List…………………………………………………………………………………………………………Page 9
Cooking Utensil List………………………………………………………………………………………………Page 10
Bowl of Cereal………………………………………………………………………………………………………Page 11
French Toast…………………………………………………………………………………………………...……Page 12
Oatmeal………………………………………………………………………………………………………………..Page 13
Scrambled Eggs…………………………………………………………………………………………………….Page 14
Toast with Cream Cheese and Jam…………………………………………………………………………Page 15
Chapter 3: Lunch Recipes
Shopping List………………………………………………………………………………………………………..Page 17
Cooking Utensil List………………………………………………………………………………………………Page 18
Grilled Cheese Sandwich……………………………………………………………………………………….Page 19
Peanut Butter and Jelly Roll—Ups…………………………………………………………………………Page 20
Quesadilla…………………………………………………………………………………………………………….Page 21
Simple Tuna or Chicken Salad………………………………………………………………………………..Page 22
Turkey Sandwich………………………………………………………………………………………………….Page 23
Chapter 4: Dinner Recipes
Shopping List………………………………………………………………………………………………………..Page 25
Cooking Utensil List………………………………………………………………………………………………Page 26
Barbeque Chicken Sandwich…………………………………………………………………………………Page 27
Cheesy Tomato Soup with Croutons………………………………………………………………………Page 28
Chicken Caesar Salad…………………………………………………………………………………………….Page 29
Loaded Baked Potato and Salad……………………………………………………………………………..Page 30
Ravioli with Oil and Garlic……………………………………………………………………………………..Page 31
Chapter 5: Snacks
Shopping List…………………………………………………………………………………………………….….Page 33
Cooking Utensil List………………………………………………………………………………………………Page 34
Apples and Peanut Butter………………………………………………………………………….................Page 35
Crackers with Cream Cheese and Jam…………………………………………………………………….Page 36
Fruit and Yogurt……………………………………………………………………………………………………Page 37
Snack Nachos………………………………………………………………………………………………………..Page 38
Snowy Logs…………………………………………………………………………………………………………..Page 39
References
List of References………………………………………………………………………………………………….Page 40
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Chapter Five
Discussion
Cooking with students with autism can be challenging if modified resources are
unavailable. With the use of this project and video models made specifically for each individual
using them, this difficult task may become easy and fun.
Project Summary
Teaching functional life skills to students with autism can be a challenging and fun
experience. A goal of special education is to give individuals the opportunity to build the
necessary skills for living life as independently as possible. Independent living skills include
such skills as doing laundry, using modes of transportation (e.g., trolley, bus) to get from place to
place, and learning to cook for oneself and others.
Cooking can be a challenging life skill, due to the complexity of recipes and varying
language levels of written recipes. With these obstacles in mind, the author created a simple
cookbook, entitled Let’s Get Cooking - A Beginners Guide to Cooking Great Meals! This
cookbook provides recipes for five breakfast choices, five lunch choices, five dinner choices, and
five snacks. The recipes are all presented with clear steps for completion. Within this cookbook
are grocery lists for each chapter, which indicate the recipe or recipes for which the ingredient
will be used. To promote maximum accessibility for any reader or user, each chapter also has a
utensil list, with a photo of each utensil.
This cookbook contains explicit instructions for creating a video model, including an
example video model created by the author. All video models are linked to a Quick Response
(QR) code. The purpose of the code is for any individual or class using the cookbook to be able
to scan the QR code, which takes the user to the video model. Instructions for how to create a
VIDEO MODELING COOKBOOK
22
video model and link it to a QR code also included. This helps promote independence by
eliminating the need for prompting through a recipe. This cookbook is intended for use within
classrooms as well as community and home settings.
Limitations
This project has several limitations. The cookbook as not been field tested with
individuals with autism in any setting. It was created based upon the author’s personal
experiences as a high school teacher who teaches functional life skills.
Another limitation is associated with the use of QR codes and video models. In order to
access QR codes, an individual must have access to technology that contains a QR code scanner.
Although a QR code scanner can be easily downloaded, it can be challenging to add this
application to an electronic device. This is especially true if the intended participant is being
educating in a school setting (e.g., a non-public school) that does not have access to a host device
or the software. The teacher would need to contact the district for permission to add this
application to the device and work with any district assistive technology specialist who could
help perform this task.
An additional limitation relates to the development and filming of the video models. It
can be very time consuming to create a video model. It involves, gathering the ingredients,
rehearsing the steps of the cooking task, and securing a second person to do the filming. This
could create apprehension for the person creating the video model, possibly deterring them from
finalizing the process. This also would leave the user of the cookbook without a video model,
requiring someone to demonstrate live and prompt the user through the recipe.
Next Steps
VIDEO MODELING COOKBOOK
23
Upon completion of this basic cookbook, the author plans to create a more challenging
cookbook, containing more intense recipes. These recipes will include steps with increasingly
cooking skills needed. These skills include, cracking eggs by hand instead of using liquid eggs,
cutting fruits and vegetables as opposed to purchasing pre-cut ones, and longer cooking times
using various cooking methods. Each cookbook will contain the same methods for creating a
corresponding video model and QR code to link it.
The author plans to compose these books and present them to various school districts in
her area. The plan is to show high school teachers how this can be a very effective way of
teaching cooking to individuals with Autism. The author will also present the more challenging
cookbooks to show the variation between them. They will be made accessible to any teacher,
parent, or individual that is interested in utilizing it.
Lessons Learned and Educational Implications
The creation of this cookbook was a challenging and complex process for the author.
With three intended audiences in mind and several components, the final product was a
hopefully useful guide for promoting independence for individuals with autism.
Based upon the author’s findings through a review of the literature, the author learned of
the benefits of video modeling for students with autism. The evidence-based practice of video
modeling can be used in various other areas that benefit from task analysis and demonstration of
a skill sequence, such as teaching behavior skills, social skills, and even academic content. The
author has also learned the value of technology for use within the classroom and home
environment. It allows access to material that otherwise would be out of reach for some
individuals.
VIDEO MODELING COOKBOOK
24
For future research, the author recommends exploring the use of the cookbook within a
real classroom by taking data on the increase of independence and supports needed for a student
move to independence in executing the recipes in the book. Future research could also examine
the success of this cookbook while being implemented within a supported living and/or
independent living situation. The author also recommends examining the use of video modeling
in order to teach other functional skills with students with autism.
Students often differentially respond to different people, based upon variables such as
familiarity, trust, experience, and similarity to the student. A model needs to be someone to
whom the intended user is most likely to responds in order to produce the best results. So,
another area to explore is who might best serve as the most influential model in producing and
using video modeling.
Conclusion
The famous behaviorist, O. Ivar Lovaas, has been credited as being the originator of this
famous and oft-displayed quote: “If they can't learn the way we teach, we teach the way they
learn” (http://www.goodreads.com/quotes/tag/teach). With the supports now made
available through the use of technology, all students can and should be provided instruction in
whatever way is most accessible to them.
The use of video models is an exciting way to teach the most important functional life
skills and provide individuals with autism skills necessary to live an independent life. As an
educator of students with special needs, my goal is to provide them with as many tools as
possible to allow them to live without the need for constant support. My goal for this cookbook,
which is the product of this project, is that it be a valuable resource for persons with autism, their
educators and parents, and anyone who supports an individual with autism to launch them into
VIDEO MODELING COOKBOOK
the experience of preparing amazing meals for themselves.
25
VIDEO MODELING COOKBOOK
26
References
American Speech-Language-Hearing Association (2015, February 25) Autism (Autism Spectrum
Disorder). Retrieved from http://www.asha.org/public/speech/disorders/Autism/
Baker, C. (2012) Preparing Teachers for Students with Autism. John Hopkins School of
Education. Retrieved
from http://education.jhu.edu/PD/newhorizons/Journals/specialedjournal/BakerC
Burns, M. (2013, September 23) Using QR Codes to Differentiate Instruction. Retrieved from
http://www.edutopia.org/blog/qr-codes-to-differentiate-instruction-monica-burns
Centers for Disease Control and Prevention (2015, February 26) Data and Statistics. Retrieved
from http://www.cdc.gov/ncbddd/autism/data.html
Corbett, B.A., & Abdullah, M. (2005). Video modeling: Why does it work for children with
autism. Journal of Early and Intensive Intervention, 2, 2 – 8.
Council for Exceptional Children (2015, March 2) Evidenced-Based Practices. Retrieved from
http://www.cec.sped.org/Standards/Evidence-Based-Practice-Resources-Original
Delano, M. E. (January 1, 2007) Video modeling interventions for individuals with autism.
Remedial and Special Education, 28(1), 33 -42.
Dictionary.com (2015, March 2) QR code. Retrieved from
http://dictionary.reference.com/browse/qr-code
Johnson, J., Blood, E., Freeman, A., Simmons, K. (2013). Evaluating the Effectiveness of
Teacher-Implemented Video Prompting on an iPod Touch to Teach Food-Preparation
Skills to High School Students with Autism Spectrum Disorders. Focus on Autism and
Other Developmental Disabilities, 28(3), 147 – 158.
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27
Lee, A. (2015, February 25) Atlanta Area School for the Deaf. SQRL Power – a guide to using
iPads and QR codes with Deaf/HH Students. Retrieved from Georgia Department of
Education website at: https://www.gadoe.org/Curriculum-Instruction-andAssessment/Special-Education-Services/Documents/SQRL%20Power.pdf
Lovannone, R., Dunlap, G., Huber, H., & Kinkaid, D. (2003). Effective educational practices for
students with autism spectrum disorders. Focus on Autism and other Developmental
Disabilities, 18, 150-165.
Mechling, L.C., Ayres, K.M., Foster, A.L., Bryant, K.J. (2013). Comparing the Effects of
Commercially Available and Custom-Made Video Prompting for Teaching Cooking
Skills to High School Students with Autism. Remedial and Special Education, 34(6), 371
– 383.
Merriam-Webster (2015, March 2) Autism Spectrum Disorder. Retrieved from
http://www.merriam-webster.com/dictionary/autism
National Institute of Mental Health (2011) A Parent’s Guide to Autism Spectrum Disorder.
Retrieved from http://www.nimh.nih.gov/health/publications/autism-listing.shtml
National Institute of Neurological Disorders and Stroke (2014, November 6) Autism Fact Sheet.
Retrieved from http://www.ninds.nih.gov/disorders/autism/detail_autism.htm
North Carolina Department of Public Instruction, Exceptional Children Division (2011,
February) Evidence-Based Practices in Educating Students with Autism. Retrieved from
http://ec.ncpublicschools.gov/disability-resources/autism-spectrum-disorders
Northwest Autism Center (2015). Best Practices in Education Children with Autism. Retrieved
from http://www.nwautism.org/best-practices-in-educating-children-with-autism
VIDEO MODELING COOKBOOK
28
Organization for Autism Research (2010) Educators and Professionals: Understanding Autism.
Retrieved from http://www.researchautism.org/educators/understanding/index.asp
Ostrow, N. (2014, June 9) Autism costs more than $2 million over a patient’s life. Bloomberg
Business. Retrieved from http://www.bloomberg.com/news/articles/201406-09/autismcosts-more-than-2-million-over-patient-s-life
Owens, M. (2005, December). Instructional strategies: prompt hierarchies. Retrieved from
http://mits.cenmi.org/LinkClick.aspx?fileticket=HYXRebKyzt8%3D&tabid=2013
Oxford Dictionary (2015, March 2) Quick Response Code. Retrieved from
http://www.oxforddictionaries.com/us/definition/american_english/QR-code
Schrock, K. (2105, January 10) Kathy Schrock’s Guide to Everything. Retrieved from
http://www.schrockguide.net/qr-codes-in-the-classroom.html
UC San Diego School of Medicine: Autism Center of Excellence (2015, February 25) What is
Autism? Retrieved from http://www.autism-center.ucsd.edu/autisminformation/Pages/what-is-autism.aspx
U. S. Department of Education (2015, March 2) IDEA. Retrieved from http://idea.ed.gov/
Virginia Department of Education, Office of Education and Student Services (2010, October).
Guidelines for education students with Autism Spectrum Disorder. Richmond, VA.
Watch Me Learn (2015, March 2) What is Video Modeling? Retrieved from
http://www.watchmelearn.com/video-modeling/what-is-video-modeling
Running: VIDEO MODELING COOKBOOK
Appendix A
“Let’s Get Cooking” Cookbook
VIDEO MODELING COOKBOOK
30
LETS GET COOKING!
∗∗
A BEGINNERS GUIDE TO COOKING GREAT MEALS
BARBARA STORFER
California State University, San Marcos
VIDEO MODELING COOKBOOK
31
Table of Contents
Chapter 1: Introduction
Introduction…………………………………………………………………………………………………………….Page 32
Video Models…………………………………………………………………………………………………….…Page 33
Quick Response (QR) Codes……………………………………………………………………………Pages 34-35
Sample Video Model with QR Code………………………………………………………………………Page 36
Chapter 2: Breakfast Recipes
Shopping List……………………………………………………………………………………………………..…Page 38
Cooking Utensil List………………………………………………………………………………………………Page 39
Bowl of Cereal………………………………………………………………………………………………………Page 40
French Toast…………………………………………………………………………………………………...……Page 41
Oatmeal………………………………………………………………………………………………………………..Page 42
Scrambled Eggs…………………………………………………………………………………………………….Page 43
Toast with Cream Cheese and Jam…………………………………………………………………………Page 44
Chapter 3: Lunch Recipes
Shopping List………………………………………………………………………………………………………..Page 46
Cooking Utensil List………………………………………………………………………………………………Page 47
Grilled Cheese Sandwich……………………………………………………………………………………….Page 48
Peanut Butter and Jelly Roll—Ups…………………………………………………………………………Page 49
Quesadilla…………………………………………………………………………………………………………….Page 50
Simple Tuna or Chicken Salad………………………………………………………………………………..Page 51
Turkey Sandwich………………………………………………………………………………………………….Page 52
Chapter 4: Dinner Recipes
Shopping List………………………………………………………………………………………………………..Page 54
Cooking Utensil List………………………………………………………………………………………………Page 55
Barbeque Chicken Sandwich…………………………………………………………………………………Page 56
Cheesy Tomato Soup with Croutons………………………………………………………………………Page 57
Chicken Caesar Salad…………………………………………………………………………………………….Page 58
Loaded Baked Potato and Salad……………………………………………………………………………..Page 59
Ravioli with Oil and Garlic……………………………………………………………………………………..Page 60
Chapter 5: Snacks
Shopping List…………………………………………………………………………………………………….….Page 62
Cooking Utensil List………………………………………………………………………………………………Page 63
Apples and Peanut Butter………………………………………………………………………….................Page 64
Crackers with Cream Cheese and Jam…………………………………………………………………….Page 65
Fruit and Yogurt……………………………………………………………………………………………………Page 66
Snack Nachos………………………………………………………………………………………………………..Page 67
Snowy Logs…………………………………………………………………………………………………………..Page 68
References
List of References………………………………………………………………………………………………….Page 69
VIDEO MODELING COOKBOOK
32
Introduction
As a beginning cook, I understood how challenging following a recipe could be. I had
several failed attempts at preparing delicious meals for myself. I found myself searching for
recipes that utilized simple ingredients to be combined in ways that I could prepare
successfully.
While working as a practical skills high school teacher, I was ecstatic when I was
able to work cooking into my curriculum. Based upon my own challenges with this
important life skill, I knew teaching my students using simplistic techniques was essential.
This skill became my greatest challenge to teach based upon the varying abilities of my
students. I struggled to find a way to make the recipes accessible to all of my students,
without the need for constant adult assistance. This struggle led me to the creation of this
cookbook.
Within the covers of this cookbook are twenty recipes, five breakfasts, five lunches,
five dinners, and five snacks, all utilizing simple recipes and techniques. There are also
explicit instructions on how to create a video model for students to use as well as how to
create a quick response (QR) code to link the video directly to each recipe. I have included a
sample video model to be used as a guide.
Please enjoy this beginners guide to independent cooking!
VIDEO MODELING COOKBOOK
33
Video Model
Creating a video model for the reader to use can be an exciting addition to allow
independence while preparing delicious meals.
In order to create a video model, follow the following steps:
1. Gather necessary ingredients for the recipe to be modeled prior to filming
2. Make sure the cooking space is clean and clear of excess items not required for the
recipe.
3. Ensure lighting is at the proper level for optimal recording
4. Enlist in the assistance of a second person to film while you do the video model
5. When ready, signal your partner to begin recording
6. Begin by introducing the recipe to be completed
7. Tell the viewer the ingredients and utensils to be used and give proper wait time
(approximately 5 seconds between each ingredient and utensil)
8. Explain how to measure each ingredient and demonstrate how to do so, one ingredient at
a time, leaving 5-second wait time between ingredients
9. Perform each step of the recipe; ensuring speech is simple and spoken clearly and slowly
10. Make sure the person filming is doing close-up views of each step as you complete them
11. Upon completion of your video, upload it to your YouTube account (instructions on the
next page)
Once your video is completed, you are ready to create your QR code.
VIDEO MODELING COOKBOOK
34
Quick Response (QR) Code
Creating a QR code is a simple process, which allows the creator to link their video
model directly to the cookbook recipe. Upon completion of the QR code, the reader is able
to use a QR code scanner to scan the code and be taken directly to the video model. This
amazing tool allows the reader to be provided a model to follow without the need for
physical assistance.
Before creating a QR code, you will need to create a YouTube account.
To do so, follow the following steps:
1. Use the Internet browser of your choice to connect to youtube.com by typing
youtube.com into the search bar.
2. In the top right corner, there is a picture icon in blue. Click the picture and add
account
3. Follow the steps to create an account
4. Once your account is activated, click the upload button located in the upper
right hand corner
5. Choose the profile name you would like the video to be uploaded under
6. Drag and drop video into the space provided to select or upload videos
7. Once your video is uploaded, you are ready to create a QR code to link it to.
In order to create a QR code, simply follow these steps:
1. Use the Internet browser of your choice to connect to http://www.qrstuff.com
2. Follow the steps listed by choosing the following:
-Data Type: YouTube Video
VIDEO MODELING COOKBOOK
35
-Video URL (pull up the video on YouTube and copy and paste the URL, which
is the website address) into the bar
-Choose Encoding Option: Static (this will put the video directly into the QR code)
-Foreground Color: You can choose a color for your QR code, but black is the easiest
to see and scan
-QR Code Preview: Below the preview, select download QR code
The QR code will appear in your downloads. When it has completed downloading,
click on it to open in a window. It can now be copied and pasted onto the correct recipe
page of the cookbook.
The following page is a sample recipe, with an attached QR code, linked to the video
model sample.
VIDEO MODELING COOKBOOK
36
Sample Video Model: Crackers with Cream Cheese and Jam
Ingredients:
10 of Your Favorite Crackers
2 Tablespoons of Cream Cheese
2 Tablespoons of Any Flavor Jam
Utensils:
Butter Knife
Small Plate
1 Tablespoon Measuring Spoon
Steps:
1. Place crackers on a plate
2. Using a knife, spread cream cheese on top of all crackers
3. Using a knife, spread jam on top of cream cheese on all crackers
4. Enjoy
VIDEO MODELING COOKBOOK
Breakfast
37
VIDEO MODELING COOKBOOK
38
Breakfast Ingredients
Ingredient
Bread (Any Kind)
Amount Needed
2 Slices
Instant Oatmeal, (Any Kind)
Jam (Any Flavor)
1 Package
2 Tablespoons
Cereal (Any Kind)
Cinnamon
Cream Cheese
Liquid Eggs
Milk (Any Kind)
Pepper
Salt
Vanilla Extract
Water
White Bread
White Sugar
½ Cup
1 Tablespoon
2 Tablespoons
3 Cups
2 1/4 Cups
1/8 Teaspoon
1/8 Teaspoon
1 Teaspoon
¾ Cup
4 Slices
1 Tablespoon
Recipe(s) Used in
Toast with Cream Cheese and
Jam
Bowl of Cereal
French Toast
Toast with Cream Cheese and
Jam
Oatmeal
Toast with Cream Cheese and
Jam
French Toast, Scrambled
Eggs
French Toast, Scrambled
Eggs, Bowl of Cereal
Scrambled Eggs
Scrambled Eggs
French Toast
Oatmeal
French Toast
French Toast
VIDEO MODELING COOKBOOK
39
Breakfast Cooking Utensils
Electric Appliance
Electric Skillet
Microwave
Toaster or Toaster Oven
Manual Utensils
Butter Knife
Cereal Bowl
Dinner Plate
¼ Cup Measuring Cup
½ Cup Measuring Cup
¾ Cup Measuring Cup
1 Cup Measuring Cup
1 Tablespoon Measuring Spoon
1/8 Teaspoon Measuring Spoon
1 Teaspoon Measuring Spoon
Medium Frying Pan
Metal Spoon
Large Mixing Bowl
Small Mixing Bowl
Spatula
Wooden Mixing Spoon
Recipe(s) Used In
French Toast
Oatmeal
Toast with Cream Cheese and Jam
Recipe(s) Used In
Toast with Cream Cheese and Jam
Bowl of Cereal, Oatmeal
French Toast, Scrambled Eggs, Toast with
Cream Cheese and Jam
Scrambled Eggs
Bowl of Cereal
Oatmeal
French Toast, Scrambled Eggs, Bowl of
Cereal, Oatmeal
French Toast, Toast with Cream Cheese and
Jam
Scrambled Eggs
French Toast
Scrambled Eggs
Bowl of Cereal, Oatmeal
French Toast
Scrambled Eggs
French Toast, Scrambled Eggs
French Toast, Scrambled Eggs
VIDEO MODELING COOKBOOK
40
Bowl of Cereal
Ingredients:
1 cup of milk (any type of milk you wish to
use)
½ cup of any type of cereal
Steps:
1. Pour ½ cup of cereal in a bowl.
2. Pour milk on top of the cereal.
3. Enjoy using a spoon.
Utensils:
½ cup Measuring Cup
1 Cup Measuring Cup
Cereal Bowl
Metal Spoon
VIDEO MODELING COOKBOOK
41
French Toast
Ingredients:
1 Cup Milk
2 Cups Liquid Eggs
1 Teaspoon of Vanilla Extract
1 Tablespoon Cinnamon
1 Tablespoon White Sugar
4 Slices of White Bread
Utensils:
Electric Skillet or Medium Pan
Large Mixing Bowl
Wooden Spoon
Spatula
Dinner Plate
1 Cup Measuring Cup
1 Teaspoon Measuring Spoon
1 Tablespoon Measuring Spoon
Steps:
1. Spray electric skillet or pan with non-stick cooking spray until whole surface is
covered lightly.
2. Turn on electric skillet to 200 degrees or heat pan on medium heat.
3. In a large bowl, mix the milk, eggs, vanilla extract, cinnamon, and white sugar. Stir
until all are combined.
4. Dip on slice of bread into mixture until both sides are completely covered.
5. Place bread onto skillet or pan and cook till golden brown on bottom side (about 3
minutes).
6. Flip toast over and cook until golden brown (about another 3 minutes)
7. Remove from skillet or pan with a spatula and serve with butter and syrup.
VIDEO MODELING COOKBOOK
42
Oatmeal
Ingredients:
1 package instant oatmeal, any flavor
¾ cup water
Utensils:
¾ Cup Measuring Cup
1 Cup Measuring Cup
Cereal Bowl
Metal Spoon
Steps:
1. Pour 1 packet of instant oatmeal into a bowl
2. Add water and stir with a metal spoon
3. Microwave for 1 minute and 30 seconds.
4. It will be very hot. Stir and let it sit for a minute before eating.
VIDEO MODELING COOKBOOK
43
Scrambled Eggs
Ingredients:
1 cup liquid eggs
1/8 teaspoon salt
1/8 teaspoon pepper
¼ cup milk
Utensils:
Medium Pan
Small Mixing Bowl
Wooden Spoon
Spatula
Dinner Plate
1/8 Teaspoon Measuring Spoon
¼ Cup Measuring Cup
1 Cup Measuring Cup
Steps:
1. Spray a medium pan with non-stick cooking spray.
2. Turn stove onto medium heat
3. Mix all ingredients together in a small mixing bowl.
4. Pour mixture into pan.
5. While mixture is in the pan, move it around slowly with a wooden spoon until eggs
are no longer liquid. They will look very yellow and be in clumps.
6. Scoop onto plate and serve.
VIDEO MODELING COOKBOOK
44
Toast with Cream Cheese and Jam
Ingredients:
2 slices of bread (your choice)
2 tablespoons of cream cheese
2 tablespoon of any flavor jam
Utensils:
Toaster or Toaster Oven
Butter Knife
Dinner Plate
1 Tablespoon Measuring Spoon
Steps:
1. Place two slices of bread in toaster or toaster oven. Set to medium toast or 5 if you
have a toaster oven.
2. Once toaster pops or beeps, carefully take toast out and place it on a plate (it will be
hot)
3. Using a knife, spread 1 tablespoon of cream cheese on each slice of bread.
4. Using a knife, spread 1 tablespoon of jam on each slice of bread, on top of the cream
cheese.
5. Eat and enjoy!
VIDEO MODELING COOKBOOK
Lunch
45
VIDEO MODELING COOKBOOK
Ingredient
Bread (Any Kind)
Butter
Cheese (Any Kind)
Condiments (Mustard,
Mayonnaise, Ranch,
Thousand Island)
Crackers
Jelly (Any Flavor)
Mayonnaise
Mexican Style Cheese
Non-stick cooking spray
Peanut Butter or Almond
Butter
Pepper
Red Onions
Salt
Sour Cream
Tortilla
Tuna or Chicken
Turkey (Any Kind)
Vegetables (Lettuce, Tomato,
Onion, Pickles)
46
Lunch Ingredient List
Amount
4 Slices
1 Tablespoon
2 Slices
1 Teaspoon of your choice
10 Crackers
2 tablespoons
2 Tablespoons
¾ Cup
A Few Sprays
2 Tablespoons
1/8 Teaspoon
1 Tablespoon
1/8 Teaspoon
¼ Cup
2 Burrito Size
1 Can
4 Pieces
3 Slices of Each
Recipe (s) Used In
Turkey Sandwich, Grilled
Cheese Sandwich
Grilled Cheese Sandwich
Grilled Cheese Sandwich
Turkey Sandwich
Simple Tuna or Chicken Salad
Peanut Butter and Jelly RollUps
Simple Tuna or Chicken Salad
Quesadilla
Grilled Cheese Sandwich
Peanut Butter and Jelly RollUps
Simple Tuna or Chicken Salad
Simple Tuna or Chicken Salad
Simple Tuna or Chicken Salad
Quesadilla
Quesadilla, Peanut Butter
and Jelly Roll-Ups
Simple Tuna or Chicken Salad
Turkey Sandwich
Turkey Sandwich
VIDEO MODELING COOKBOOK
Electric Appliance
Electric Skillet
47
Lunch Utensil List
Manual Utensil
Butter Knife
Can Opener
Dinner Plate
Fork
Medium Frying Pan
¼ Cup Measuring Cup
¾ Cup Measuring Cup
1/8 Teaspoon Measuring Spoon
1 Tablespoon Measuring Spoon
Recipe Used In
Grilled Cheese Sandwich
Recipe (s) Used In
Turkey Sandwich, Peanut Butter and Jelly
Roll-Ups, Simple Tuna or Chicken Salad,
Grilled Cheese Sandwich
Simple Tuna or Chicken Salad
Turkey Sandwich, Quesadilla, Peanut Butter
and Jelly Roll-Ups, Simple Tuna or Chicken
Salad, Grilled Cheese Sandwich
Simple Tuna or Chicken Salad
Grilled Cheese Sandwich
Quesadilla
Quesadilla
Simple Tuna or Chicken Salad
Peanut Butter and Jelly Roll-Ups, Simple Tuna
or Chicken Salad, Grilled Cheese Sandwich
VIDEO MODELING COOKBOOK
Ingredients:
2 slices of any kind of bread
2 slices of any kind of cheese
1 tablespoon of butter
Non-stick cooking spray
48
Grilled Cheese Sandwich
Utensils:
Butter Knife
Dinner Plate
Electric Skillet or Medium Frying Pan
1 Tablespoon Measuring Spoon
Steps:
1. Preheat skillet or medium frying pan on medium-low or 4 on your stove. Spray skillet
or griddle with non-stick cooking spray
2. Spread half of the butter on one side of one slice of bread with the butter knife
3. Place slice butter side down on skillet or pan
4. Add both slices of cheese so they cover whole slice of bread
5. Spread the rest of the butter on the other slice of bread
6. Place top piece of bread on top of the cheese with the butter facing up
7. Using a spatula, flip the sandwich over when you see that the bread is golden
brown
8. Leave the sandwich until the other side is golden brown and the cheese is
melted.
9. Sandwich will be hot so let it sit for 1 minute before eating.
VIDEO MODELING COOKBOOK
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Peanut Butter and Jelly Roll Ups
Ingredients:
2 tablespoons of peanut butter (almond
butter or any other type will work)
2 tablespoons of any flavor jelly
1 burrito size tortilla
Utensils:
Butter Knife
Dinner Plate
1 Tablespoon Measuring Spoon
Steps:
1. Place tortilla on a plate.
2. Spread peanut butter on tortilla with a butter knife
3. Spread jelly on top of peanut butter
4. Roll tortilla up and enjoy
VIDEO MODELING COOKBOOK
50
Quesadilla
Ingredients:
1 burrito size tortilla
¾ cup Mexican style cheese
¼ cup sour cream for dipping
Utensils:
Dinner Plate
¼ Cup Measuring Cup
¾ Cup Measuring Cup
Steps:
1. Place tortilla on a plate.
2. Sprinkle cheese on one half of the tortilla
3. Fold the side without cheese over so it is on top of the side with the cheese
4. Place in microwave for 40 seconds.
5. Quesadilla will be hot. Let it sit for a minute before eating.
6. Dip quesadilla in sour cream and enjoy
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51
Simple Tuna or Chicken Salad
Ingredients:
1 can tuna or chicken
1 tablespoon pre cut red onions
2 tablespoons mayonnaise
1/8 teaspoon salt
1/8 teaspoon pepper
10 Crackers
Utensils:
Butter Knife
Can Opener
Dinner Plate
Fork
1/8 Teaspoon Measuring Spoon
1 Tablespoon Measuring Spoon
Steps:
1. Using a can opener, carefully open can of tuna or chicken
2. Pour can into a bowl and break up food with a fork so there are no big chunks
3. Add mayonnaise, salt, pepper, and onions.
4. Mix all ingredients with the fork until they are all blended
5. Enjoy with crackers or bread of your choice
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52
Turkey Sandwich
Ingredients:
2 slices of bread (any kind)
4 pieces of turkey (any kind)
Any vegetables you like (lettuce, tomato,
onion, pickles)
1 Teaspoon any topping (mayonnaise,
mustard, ranch, thousand island)
Utensils:
Butter Knife
Dinner Plate
Steps:
1. Place 1 slice of bread on a dinner plate.
2. Spread topping of your choice on bread with a butter knife.
3. Place turkey on top of topping.
4. Add vegetables on top of turkey.
5. Place other slice of bread on top and enjoy.
VIDEO MODELING COOKBOOK
Dinner
53
VIDEO MODELING COOKBOOK
Ingredient
Baking Potato (Russet)
Barbeque Sauce (Store
Bought)
Butter
Caesar Salad Kit
Cheddar Cheese
Croutons
54
Dinner Shopping List
Amount Needed
1 Potato
1 Cup
¼ Tablespoon
2 Package
1/2 Cup
¼ Cup
Garlic Powder
Hamburger Buns
Olive Oil
¼ Teaspoon
1 Package
1 and ¼ Tablespoon
Pepper
1/8 Teaspoon
Ravioli (Frozen, Meat or
Cheese)
Rotisserie Chicken
1 Package
2 Chickens
Salt
1/8 Teaspoon
Tomato Soup
1 Can
Sour Cream
¼ Cup
Recipe(s) Used in
Loaded Baked Potato with
Caesar Salad
Barbeque Chicken Sandwich
Loaded Baked Potato with
Caesar Salad
Chicken Caesar Salad
Cheesy Tomato Soup with
Croutons, Loaded Baked
Potato with Caesar Salad
Cheesy Tomato Soup with
Croutons
Ravioli with Oil and Garlic
Barbeque Chicken Sandwich
Ravioli with Oil and Garlic,
Loaded Baked Potato with
Caesar Salad
Loaded Baked Potato with
Caesar Salad
Ravioli with Oil and Garlic
Chicken Caesar Salad,
Barbeque Chicken Sandwich
Loaded Baked Potato with
Caesar Salad
Loaded Baked Potato with
Caesar Salad
Cheesy Tomato Soup with
Croutons
VIDEO MODELING COOKBOOK
Manual Utensil
Can Opener
Dinner Plate
55
Dinner Utensil List
Fork
¼ Cup Measuring Cup
1 Cup Measuring Cup
1 Tablespoon Measuring Spoon
1/8 Teaspoon Measuring Spoon
¼ Teaspoon Measuring Spoon
Metal Spoon
Microwave Safe Bowl
Large Mixing Bowl
Small Bowl
Small Saucepan
Strainer
Wooden Mixing Spoon
Recipe (s) Used In
Cheesy Tomato Soup with Croutons
Chicken Caesar Salad, Barbeque Chicken
Sandwich, Loaded Baked Potato with Caesar
Salad
Chicken Caesar Salad, Cheesy Tomato Soup
with Croutons, Barbeque Chicken Sandwich,
Ravioli with Oil and Garlic, Loaded Baked
Potato with Caesar Salad
Cheesy Tomato Soup with Croutons
Barbeque Chicken Sandwich, Ravioli with Oil
and Garlic, Loaded Baked Potato with Caesar
Salad
Loaded Baked Potato with Caesar Salad
Loaded Baked Potato with Caesar Salad
Ravioli with Oil and Garlic, Loaded Baked
Potato with Caesar Salad
Cheesy Tomato Soup with Croutons,
Barbeque Chicken Sandwich
Cheesy Tomato Soup with Croutons
Chicken Caesar Salad, Cheesy Tomato Soup
with Croutons, Barbeque Chicken Sandwich,
Loaded Baked Potato with Caesar Salad
Ravioli with Oil and Garlic
Ravioli with Oil and Garlic
Ravioli with Oil and Garlic
Ravioli with Oil and Garlic, Loaded Baked
Potato with Caesar Salad
VIDEO MODELING COOKBOOK
56
Barbeque Chicken Sandwich
Ingredients:
1 Rotisserie Chicken
1 Cup Store Bought Barbeque Sauce
1 Package of Hamburger Buns
Utensils:
Dinner Plate
Fork
1 Cup Measuring Cup
Large Mixing Bowl
Metal Spoon
Steps:
1. Using your fingers, pull skin off of chicken and throw away
2. Pull all chicken off the bone and place in a large bowl
3. Stir in 1 cup of barbeque sauce with the chicken
4. Place 1 hamburger roll on a plate
5. Using a spoon, scoop enough chicken onto one side of the roll to cover the roll
6. Close the roll to make a sandwich
VIDEO MODELING COOKBOOK
57
Cheesy Tomato Soup with Croutons
Ingredients:
1 Can of Tomato Soup
¼ Cup Cheddar cheese
¼ Cup Croutons
Utensils:
Can Opener
Fork
¼ Cup Measuring Cup
Large Mixing Bowl
Metal Spoon
Microwave Safe Bowl
Steps:
1. Using a can opener, carefully open can of soup
2. Pour soup into a large bowl and place bowl on a plate.
3. Add cheese to soup and microwave for 1 minute and 30 seconds.
4. Stir soup and cook in microwave for another 30 seconds.
5. Carefully remove soup from microwave. It will be very hot.
6. Add croutons to soup.
7. Let soup sit for a minute before enjoying.
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58
Chicken Caesar Salad
Ingredients:
1 Rotisserie Chicken
1 Package of Caesar Salad Kit
Utensils:
Dinner Plate
Fork
Tongs
Large Mixing Bowl
Steps:
1. Using your fingers, peel skin off of the chicken.
2. Pull chicken off the bone and set aside on a plate
3. In a large bowl, combine all salad kit ingredients
4. Add as much chicken as you like and stir all ingredients together
5. Using tongs or a fork, scoop desired amount into a bowl and enjoy.
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59
Loaded Baked Potato and Salad
Ingredients:
1 Caesar Salad Kit
1 Medium Russet Baking Potato
1 Tablespoon Olive Oil
¼ Tablespoon Butter
1/8 Teaspoon Salt
1/8 Teaspoon Pepper
¼ Cup of Cheddar Cheese
¼ Cup Sour Cream
Utensils:
Dinner Plate
Fork
1 Cup Measuring Cup
1/8 Teaspoon Measuring Spoon
¼ Teaspoon Measuring Spoon
1 Tablespoon Measuring Spoon
Large Mixing Bowl
Wooden Mixing Spoon
Steps :
1. Wash potato in cold water, rubbing the skin with your hands to remove all dirt
2. Using your hands, rub oil all over potato
3. Using a fork, carefully poke holes in potato by gently stabbing the potato on all
sides
3. Wet a paper towel in the sink, and ring out extra water so it is damp, not soaked
4. Wrap potato in paper towel and place on a plate
5. Microwave potato for 5 minutes. Take out and flip over.
6. Microwave for 3 minutes. Let sit for a minute
7. Using a knife, carefully cut potato open by making a slit but not cutting all the way
through potato
8. Add butter, salt, pepper, cheese, and sour cream to potato and mix carefully
9. Add all salad ingredients in a large bowl and stir to combine
10. Add as much salad as you like to a bowl and eat as a side dish to your potato.
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60
Ravioli with Oil and Garlic
Ingredients:
8 Frozen Ravioli (Meat or Cheese)
¼ Teaspoon Olive Oil
¼ Teaspoon Garlic Powder
Utensils:
Fork
1 Cup Measuring Cup
¼ Teaspoon Measuring Spoon
Small Bowl
Small Saucepan
Strainer
Wooden Spoon
Steps:
1. Fill a small saucepan with 2 cups of water
2. Bring water to a boil
3. Add ravioli and cook for 6 minutes, stirring 3 minutes
4. Check ravioli to make sure they are soft
5. Using a strainer, drain water from ravioli
6. Place noodles in a bowl and add oil and garlic powder.
7. Stir to combine and enjoy
VIDEO MODELING COOKBOOK
Snacks
61
VIDEO MODELING COOKBOOK
62
Snacks Shopping List
Ingredient
Apples (Pre-Cut)
Celery (Pre-Cut )
Crackers (Any Kind)
Amount Needed
1 Package
2 Pieces
10 Crackers
Fruit Salad (Pre-Made)
Jam (Any Flavor)
1 Container
2 Tablespoons
Cream Cheese
Mexican Style Cheese
Peanut Butter (or Any
Substitute like Almond
Butter)
Salsa (Store Bought)
Tortilla Chips
Yogurt (Any Flavor)
4 Tablespoons
½ Cup
1 Tablespoon
¼ Cup
20 Chips
1 Container
Recipe(s) Used in
Apples and Peanut Butter
Snowy Logs
Crackers with Cream Cheese
and Jam
Snowy Logs, Crackers with
Cream Cheese and Jam
Fruit and Yogurt
Crackers with Cream Cheese
and Jam
Snack Nachos
Apples and Peanut Butter
Snack Nachos
Snack Nachos
Fruit and Yogurt
VIDEO MODELING COOKBOOK
63
Snacks Utensil List
Manual Utensil
Butter Knife
Recipe (s) Used In
Snowy Logs, Crackers with Cream Cheese and
Jam
Fruit and Yogurt
Snack Nachos
½ Cup Measuring Cup
Snack Nachos
Fork
¼ Cup Measuring Cup
1 Tablespoon Measuring Spoon
Small Plate
Apples and Peanut Butter
Apples and Peanut Butter, Snowy Logs,
Crackers with Cream Cheese and Jam, Snack
Nachos
VIDEO MODELING COOKBOOK
64
Apples and Peanut Butter
Ingredients:
1 Package Pre-Cut Apples
1 Tablespoon Peanut Butter (or any
substitute like almond butter)
Utensils:
Small Plate
1 Tablespoon Measuring Spoon
Steps:
1. Open apple package and place apples on a plate
2. Scoop peanut butter onto plate on the side of the apples
3. Dip apple in peanut butter and enjoy
VIDEO MODELING COOKBOOK
65
Fruit and Yogurt
Ingredients:
1 Container of Any Flavor Yogurt
1 Container Pre-Made Fruit Salad
Steps:
1. Open both containers
2. Using a fork, pick up one piece of fruit
3. Dip fruit piece in yogurt and enjoy
Utensils:
Fork
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66
Crackers with Cream Cheese and Jam
Ingredients:
10 of Your Favorite Crackers
2 Tablespoons of Cream Cheese
2 Tablespoons of Any Flavor Jam
Utensils:
Butter Knife
Small Plate
1 Tablespoon Measuring Spoon
Steps:
1. Place crackers on a plate
2. Using a knife, spread cream cheese on top of all crackers
3. Using a knife, spread jam on top of cream cheese on all crackers
4. Enjoy
VIDEO MODELING COOKBOOK
67
Snack Nachos
Ingredients:
20 tortilla chips (any kind will work)
½ cup of Mexican style cheese
¼ cup store bought salsa
Steps:
1. Spread tortilla chips out on a plate
2. Sprinkle cheese on top of chips
3. Place in microwave for 30 seconds
4. Pour salsa all over chips and enjoy
Utensils:
Small Plate
¼ Cup Measuring Cup
½ Cup Measuring Cup
VIDEO MODELING COOKBOOK
68
Snowy Logs
Ingredients:
2 Pieces Pre-Cut Celery
2 Tablespoons Cream Cheese
Utensils:
Butter Knife
Small Plate
Steps:
1. Take 2 pieces of celery and place on a plate, with the curved side up (it should look like
this from the side “U”)
2. Using a knife, cover each piece of celery with 1 tablespoon of cream cheese
3. Enjoy
VIDEO MODELING COOKBOOK
69
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