A Systematic Review of Evidence-Based Video Modeling for Students with Emotional and Behavioral Disorders

Abstract

This systematic review examined eight studies showing that video modeling (VM) can have a positive and significant effect for students with emotional and behavioral disorders (EBD). Building upon meta-analyses that sought evidence of video-based interventions decreasing problem behaviors of students with EBD in K-12 education, the review examined the standards of the Council for Exceptional Children (CEC) for evidence-based practice as well as additional quality indicators, neglected quality indicators, strategies combined with VM, the impact of the independent variables on the dependent variables, and common recommendations offered for future research. Findings revealed that the eight studies met the CEC standards for evidence-based practices as well as other quality indicators. For instance, all studies reported content and setting, participants, intervention agents, description of practice, as well as interobserver agreement and experimental control. According to the findings, fidelity index and effect size were the two most neglected quality indicators. Furthermore, instructions, reinforcement system, and feedback or discussion were the most common strategies used. Finally, generalizability—across settings, populations, treatment agents, target behaviors in the real world, and subject matter—was the most common recommendation for future research. While further investigation is warranted, these findings suggest that VM is an effective evidence-based practice for students with EBD when the CEC standards are met.

Evidence-Based Behavior Management Strategies for Students With or at Risk of EBD: A Mega Review of the Literature

“…Soares et al (2016) classified token economies as an EBP. Finally, Seok et al (2018) reviewed video modeling and identified the practice as evidence-based. The remaining 12 practices (60%) did not have sufficient evidence to be classified as evidence-based.…”

Using and Intensifying Video Modeling for Students With Emotional and Behavioral Disorders

“…Most promising is the use of multiple forms of VM with students with EBD, particularly in terms of VM’s capacity to increase student classroom engagement. For instance, Losinski et al (2016) and Seok et al (2018) found that VM and its variants demonstrated large effects for reducing challenging behaviors of students with EBD.…”

“…The research base for VM demonstrates that it is a powerful and effective intervention to support students in a wide variety of contexts, including students with emotional and behavioral disorders (EBD; Losinski et al, 2016; Mason et al, 2013; Seok et al, 2018; Shukla-Mehta et al, 2010). Recently, several literature and meta-analytic reviews have been conducted to measure the effectiveness of the practice on a diverse body of students.…”

“…Studies on students as young as preschool and as old as high school have demonstrated that VM is useful for students learning and using prosocial skills in place of displaying challenging behaviors (Losinski et al, 2016; Nikopoulos & Keenan, 2007). According to the Council for Exceptional Children’s quality indicators and the reporting of Seok et al (2018), VM has been shown to be an evidence-based practice for students with EBD.…”

Manual Material Handling Training: The Effect of Self-Observation, Hetero-Observational and Intrinsic Feedback on Workers’ Knowledge and Behaviour

“…Self-observation is a relevant method to promote behaviour change, because it influences self-confidence, self-awareness, and self-efficacy, and has an emotional impact [10,11]. Self-observation has been evaluated in interventions focused on behaviour change, such as in the treatment of attention deficit hyperactivity disorder, autism, emotional disturbances, speaking ability, and so on [12], and for skill acquisition in sport [13,14]. Moreover, self-observation has been applied in different training programs to improve the interaction skills of professionals [15], and to increase one's own teaching [16].…”