Effects of a Videotape Feedback Package on the Peer Interactions of Children With Serious Behavioral and Emotional Challenges

Abstract

Peer interactions are among the greatest challenges experienced by children who have severe emotional and behavioral problems. This study evaluated an intervention package designed to increase the ratio of these children's desirable to undesirable interactions. The package induded three principal components: (a) observation of videotapes following regularly scheduled peer activity sessions; (b) self-evaluation ofthe children's peer interactions observed on the videotapes; and (c) delayed feedback and reinforcement for desirable peer interactions. Five students from two elementary schools participated. Multiple baseline designs and one reversal were used to evaluate the effects of the intervention package. The results showed that the intervention produced lower levels of undesirable peer interactions and higher ratios of desirable to undesirable interactions for all participants. The results are discussed in regard to their conceptual and applied implications and in terms of specific directions for future research.

Evaluation of video feedback and self‐management to decrease schoolyard aggression and increase pro‐social behaviour in two students with behavioural disorders

“…The results of this study corroborate previous findings revealing positive effects of video feedback and self-management procedures in effectively reducing aggressive behaviour while concurrently increasing or maintaining levels of pro-social behaviour (Embregts, 2000(Embregts, , 2002Falk, Dunlap, & Kern, 1996;Kern et al, 1995;Kern-Dunlap et al, 1992). This study also extends previous research in a number of ways.…”

A Comparison of Video Feedback and In Vivo Self-Monitoring on the Social Interactions of an Adolescent with Asperger Syndrome

“…It is important that an intervention that effectively reduces or eliminates inappropriate interactions or behavior does not eliminate appropriate interactions. Previous research indicates that video feedback and self-monitoring can reduce inappropriate interactions while maintaining or increasing appropriate interactions (e.g., Kern-Dunlap et al 1992;Kern et al 1995). It is likely that the skill and ease of participants' appropriate interactions dictate whether they will readily replace inappropriate behavior, as the study by Apple et al (2005) suggests.…”

“…This technique involves videotaping individuals and having them review the videotape while self-evaluating the appropriateness of their behavior (e.g., Kern-Dunlap et al 1992;Kern et al 1995). An advantage of video feedback is that individuals can observe themselves on video in naturally occurring contexts.…”

Video Modeling of Cooperative Discussion Group Behaviors with Students with Learning Disabilities in a Secondary Content-Area Classroom

“…The Baker et al (2009) review of the literature supports the use of video self-modeling as a practical and effective intervention in schools. The literature on both video self-modeling and self-modeling associated with students with emotional and behavioral disorders indicates that the interventions can be used to address a wide range of issues such as improving peer interactions, increasing on-task behavior, and decreasing inappropriate behavior (Falk, Dunlap, & Kern, 1996;Kern-Dunlap et al, 1992;O'Reilly et al, 2005).…”