Video feedback effects on therapist attention to on-task behaviors of disturbed children

Dowrick, Peter W.; Johns, Elizabeth

doi:10.1016/0005-7916(76)90009-4

Cited by 14 publications

(4 citation statements)

References 11 publications

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“…Self-as-a-model interventions can be distinguished according to whether they represent a 'review' or a 'preview' version of the self, ranging from the replay of current or best performances of the self (review) to edited videos of performances observers have not yet achieved (preview), namely a feedforward preview of the self (Dowrick, 2012a(Dowrick, , 2012bLaw et al, 2017). The concept of feedforward self-modelling extends from Dowrick (1976Dowrick ( , 1999Dowrick ( , 2012aDowrick ( , 2012b who argued that learning from an action becomes possible when an individual models her/himself performing a behaviour that has not occurred previously, but for which the necessary components are already in their motor repertoire. In this sense, feedforward modeling relates to the artificial creation of one's own behaviour that is potentially achievable in the future, instead of a replication of another person's behaviour at a level beyond one's own capabilities.…”

Section: Motor Imagery During Action Observation In Virtual Realitymentioning

confidence: 99%

Motor imagery during action observation in virtual reality: the impact of watching myself performing at a level I have not yet achieved

Frank

Hülsmann

Waltemate

et al. 2022

International Journal of Sport and Exercise Psychology

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Feedforward modeling, the creation of one's own behaviour that is potentially achievable in the future, can support motor performance and learning. While this has been shown for sequences of motor actions, it remains to be tested whether feedforward modelling is beneficial for single complex motor actions. Using an immersive, state-of-the-art, low-latency Cave Automatic Virtual Environment (CAVE), we compared motor imagery during action observation (AOMI) of oneself performing at one's current skill level against AOMI of oneself performing at an achievable future skill level. We performed 3D scans and created a ready-to-animate virtual human of each participant. During acquisition, participants observed an avatar of themselves performing either one of their own previously executed squats (Me-Novice) or observed an avatar of themselves performing a skilled squat (Me-Skilled), whilst simultaneously imagining the feelings and sensations associated with movement execution. Findings revealed an advantage for the Me-Skilled group as compared to the Me-Novice group in motor performance and cognitive representation structure, while self-efficacy improved in both groups. In comparison to watching and imagining oneself performing at the current novice skill level, watching and imagining oneself performing at a more advanced skill level prevented from making errors in motor performance and led to perceptual-cognitive scaffolding as shown by functional changes in underlying representations. Simultaneous imagery whilst observing future states of action may therefore help to establish cognitive prerequisites that enable better motor performance. To this end, virtual reality is a promising tool to create learning environments that exceed an individual's current performance level.

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Section: Motor Imagery During Action Observation In Virtual Realitymentioning

confidence: 99%

Motor imagery during action observation in virtual reality: the impact of watching myself performing at a level I have not yet achieved

Frank

Hülsmann

Waltemate

et al. 2022

International Journal of Sport and Exercise Psychology

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“…Objective and specific information about paraprofessional or client performance given as feedback is the most frequently used staff management techniques and has been quite successful in many studies. The types of feedback resulting in maintenance of paraprofessionals' behavior include daily or weekly feedback, usually in the form of graphs or charts (Greene, Willis, Levy, & Bailey, 1978;Johnson & Frederiksen, 1984;Korabek et al, 1981;Panyan, Boozer, & Morris, 1970;Prue, Krapfl, Noah, Cannon, & Maley, 1980;Quilitch, 1975;Shook et al, 1978;Welsh et al, 1973), verbal feedback (Brown, Willis Ford, 1980;Iwata et al, 1976;Katz et al, 1972), and observations of their own behavior previously recorded on videotape (Bricker, Morgan, & Grabowski, 1972;Dowrick & Johns, 1976).…”

Section: Feedback and Other Consequencesmentioning

confidence: 99%

Use of behavioral techniques by paraprofessional staff: A review and proposal

Harchik

Sherman

Hopkins

et al. 1989

Behavioral Interventions

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Paraprofessionals are increasingly being employed to provide direct care to children and adults who have behavioral deficits and excesses, such as those labeled developmentally disabled, mentally ill, or delinquent. Behavioral techniques, if effectively taught to paraprofessionals, offer ways of both teaching new skills to clients and reducing their undesirable behaviors. This article describes the methods that have been used to teach paraprofessionals to use behavioral techniques, how these skills can be maintained on the job, and the effects upon client behavior that result from this teaching of paraprofessionals. In addition, a system for teaching staff to implement and continue to use behavioral techniques is proposed.

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“…Complete replay is time consuming and, moreover, the results are equivocal. Positive results usually emerge when additional information (including praise) is given during replay (e.g., Dowrick & Johns, 1976;Schwarz & Hawkins, 1970), whereas small or negative changes are observed in other cases (Jackson, 1974;Torrez, 1974). In situations that can induce anxious behaviors, (e.g., group therapy), methodologically sound studies have shown the video replay component to produce deleterious or mixed results (Danet, 1968;Griffiths, 1974;Martin, 1971).…”

mentioning

confidence: 99%

The Use of Self‐modeling to Improve the Swimming Performance of Spina Bifida Children

Dowrick

Dove

1980

J of App Behav Analysis

113

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The use of edited videotape replay (which showed only "positive" behaviors) to improve the water skills of three spina bifida children, aged 5 to 10 years was examined. A multiple baseline across subjects design was used, and behavioral changes were observed to occur in close association with intervention. One child was given successive reapplications of videotaped self-modeling with continuing improvements. It appears that a useful practical technique has been developed.

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Video feedback effects on therapist attention to on-task behaviors of disturbed children

Cited by 14 publications

References 11 publications

Motor imagery during action observation in virtual reality: the impact of watching myself performing at a level I have not yet achieved

Motor imagery during action observation in virtual reality: the impact of watching myself performing at a level I have not yet achieved

Use of behavioral techniques by paraprofessional staff: A review and proposal

The Use of Self‐modeling to Improve the Swimming Performance of Spina Bifida Children

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