A Meta-Analysis of Video-Modeling Based Interventions for Reduction of Challenging Behaviors for Students With EBD

Losinski, Mickey; Wiseman, Nicole; White, Sherry A.; Balluch, Felicity

doi:10.1177/0022466915602493

Cited by 29 publications

(30 citation statements)

References 49 publications

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“…To begin, Mulcahy et al (2016) also found that many of the 19 studies included in their review did not meet standards for rigorous research. This is not uncommon in reviews addressing other bodies of literature among students with and at-risk for ED (e.g., Ennis, Royer, Lane, & Griffith, 2017; Losinski, Wiseman, White, & Balluch, 2016) especially for articles predating the 2005 special issue of Exceptional Children (e.g., Odom et al, 2005).…”

Section: Discussionmentioning

confidence: 99%

A Meta-Analysis Examining the Evidence-Base of Mathematical Interventions for Students With Emotional Disturbances

et al. 2018

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Math outcomes for students with disabilities, in particular students with emotional disturbance (ED), are bleak, warranting intervention strategies that have research to support their utility. The purpose of this meta-analysis was to examine the literature of math interventions used with students with ED to improve math outcome variables. Our statistical analysis included 17 studies, categorized as addressing fractions, number sense, geometry and measurement, algebra, word problems, and “other.” Although only four of the included studies met all of the CEC-EBP (Council for Exceptional Children’s Standards for Evidence-Based of Practices in Special Education) quality indicators, results of effect size calculations suggest large effects for all interventions. Results of publication bias analyses were mixed. Limitations, directions for future research in this field, and implications for practice are discussed.

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Section: Discussionmentioning

confidence: 99%

A Meta-Analysis Examining the Evidence-Base of Mathematical Interventions for Students With Emotional Disturbances

et al. 2018

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“…To train, each author independently but simultaneously reviewed the Cook et al (2014) quality indicators as well as the one published study to date employing said quality indicators (Losinski, Wiseman, White, & Balluch, 2015). The authors then met to discuss the quality indicators and what characteristics would qualify or disqualify a given study on each indicator, based on Cook et al (2014).…”

Section: Methodsmentioning

confidence: 99%

The Concrete–Representational–Abstract Approach for Students With Learning Disabilities: An Evidence-Based Practice Synthesis

Bouck

Satsangi

Park

2017

Remedial and Special Education

101

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As researchers and practitioners have increasingly become interested in what practices are evidence based and for whom in education, different sets of quality indicators and evidence-based practice standards have emerged in the field of special education. Practices are commonly suggested as evidence based, even without a best evidence synthesis on the existing research, such as the case with the concrete–representational–abstract (CRA) instructional framework to support students with disabilities in mathematics. This study sought to support the classification of the CRA instructional framework as an evidence-based approach for students with learning disabilities by applying quality indicators and standards of evidence-based practice by Cook et al. (2014). Based on the application of the indicators and standards, the CRA instructional framework was determined to be an evidence-based practice for students with learning disabilities who struggle in mathematics relative to computational problems, such as addition, subtraction, and multiplication, largely with regrouping.

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“…An outgrowth of this technology has been video self-modeling (VSM), which has been effective for teaching students academic skills such as reading and math (Dowrick, Kim-Rupnow, & Power, 2006; Rao, Hitchcock, Boisvert, Kilpatrick, & Corbiell, 2012), promoting social initiations and engagement (Bellini, Akullian, & Hopf, 2007; Buggey, Hoomes, Sherberger, & Williams, 2011), and learning self-help skills (Norman, Collins, & Schuster, 2001; Sigafoos, O’Reilly, & Cannella, 2005). VSM has also been effective across a wide variety of disabilities including, but not limited to, emotional and behavioral disorders (Losinski, Wiseman, White, & Balluch, 2016; O’Reilly et al, 2005), intellectual disabilities (Norman et al, 2001; Sigafoos et al, 2005), communication disorders such as selective mutism and stuttering (Bray & Kehle, 2001; Kehle, Bray, Byer-Alcorace, Theodore, & Kovac, 2012), learning disabilities (Prater, Carter, Hitchcock, & Dowrick, 2012; Rao et al, 2012), physical disabilities (Dowrick & Raeburn, 1995), depression (Kahn, Kehle, Jenson, & Clark, 1990), and attention deficit and hyperactivity disorders (ADHD; Woltersdorf, 1992). Within the past 6 or 7 years, researchers have found this technique to be particularly effective for children with autism spectrum disorder (Buggey et al, 2011; Plavnick, Sam, Hume, & Odom, 2013).…”

mentioning

confidence: 99%

Group Video Self-Modeling to Improve the Classroom Transition Speeds for Elementary Students

McNiff

Maag

Peterson

2018

Journal of Positive Behavior Interventions

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Teachers who are effective classroom and behavior managers must master a range of strategies and skills, and an essential component is developing and implementing effective strategies for students to transition between activities (Hine, Ardoin, & Foster, 2015). Smooth and quick transitions help decrease wasted time. Schmit, Alper, Raschke, and Ryndak (2000) found that approximately 25% of daily time is taken for transition activities for elementary and preschool children. Jones and Jones (2010) stressed that student behaviors promoting quick transitions from one activity to another need to be explicitly taught with high fidelity. Conversely, lack of instructional consistency and fidelity on student behavior or practice in the maintenance of routines often results in a disorganized and chaotic classroom that reduces engaged and, consequently, learning time, for the students and creates behavior management issues that hamper the educational process for teachers (Codding & Smyth, 2008). One particularly effective approach teachers can use to increase consistency and fidelity of promoting quick transitions and increasing rates of on-task behaviors is video modeling (Cihak,

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A Meta-Analysis of Video-Modeling Based Interventions for Reduction of Challenging Behaviors for Students With EBD

Cited by 29 publications

References 49 publications

A Meta-Analysis Examining the Evidence-Base of Mathematical Interventions for Students With Emotional Disturbances

A Meta-Analysis Examining the Evidence-Base of Mathematical Interventions for Students With Emotional Disturbances

The Concrete–Representational–Abstract Approach for Students With Learning Disabilities: An Evidence-Based Practice Synthesis

Group Video Self-Modeling to Improve the Classroom Transition Speeds for Elementary Students

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