Video Self-Modeling and Cooperative Classroom Behavior in Children with Learning and Behavior Problems: Training and Generalization Effects

Abstract

This study investigated the effects of an instructional package incorporating videotaped self-assessment, self-modeling, discrimination training, and behavioral rehearsal on the cooperative classroom behavior of two second-grade children with learning and behavior problems. Observations were made of selected classroom behaviors in three different classes each day. Results indicate that the intervention was effective in helping young children acquire cooperative classroom behaviors, generalize these behaviors to settings not a part of the training environment, and maintain these behaviors in both the training and generalization settings. The video intervention package also was effective in reducing inappropriate behaviors in the training and generalization settings. Further, there was a marked reduction in variability of behavior for both children. The results suggest that video-based modeling, coupled with discrimination training and rehearsal, is an effective and efficient intervention for early elementary school children with learning and behavior problems.

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

“…Findings are consistent with an extensive body of literature in video modeling with students with emotional and behavioral disorders (Falk et al, 1996;Kern-Dunlap et al, 1992;Lonnecker et al, 1994;O'Reilly et al, 2005). Similar to Lonnecker et al, video modeling promoted cooperative classroom behavior among students with learning problems.…”

Facilitating Social Initiations of Preschoolers With Autism Spectrum Disorders Using Video Self-Modeling

“…Positive results have been obtained for treating depression (Kahn, Kehle, Jenson, & Clark, 1990), stuttering (Bray & Kehle, 1996), elective mutism (Pigott & Gonzales, 1987), attention disorders (Dowrick & Raeburn, 1977;Woltersdorf, 1992), behavior disorders (Lasater & Brady, 1995), and aggressive behaviors (Buggey, 2007;Creer & Miklich, 1970;McCurdy & Shapiro, 1988). Likewise, VSM has proven to be efficacious as a tool for teaching skills such as math (Schunk & Hanson, 1989), life skills (Miklich, Chida & Danker-Brown, 1977), social behaviors (Bellini, Akullian, & Hopf, 2007;Lonnecker, Brady, McPherson, & Hawkins, 1994;Rasing, Coninx, Duker, & Van Den Hurk, 1994), and language (Buggey, 1995(Buggey, , 2005Haarmann & Greelis, 1982;Sherer et al, 2001;Wert & Neisworth, 2003;Whitlow & Buggey, 2003). In a review of 27 studies using VSM (Meharg & Woltersdorf, 1990), moderate to dramatic gains were reported across all target behaviors.…”

Video Self-Modeling Applications With Students With Autism Spectrum Disorder in a Small Private School Setting

“…Positive results have been obtained for treating depression (Kahn, Kehle, Jenson, & Clark, 1990), stuttering (Bray & Kehle, 1996), elective mutism (Pigott & Gonzales, 1987), attention disorders (Dowrick & Raeburn, 1995;Woltersdorf, 1992), behavior disorders (Lasater & Brady, 1995), and aggressive behaviors (Creer & Miklich, 1970;McCurdy & Shapiro, 1988). Likewise, VSM has proved efficacious as a tool for teaching skills such as math (Schunk & Hanson, 1989), life skills (Miklich, Chida, & DankerBrown, 1977), social behaviors (Lonnecker, Brady, McPherson, & Hawkins, 1994;Rasing, Coninx, Duker, & Van Den Hurk, 1994), and language (Buggey, 1995a;Haarmann & Greelis, 1982;Sherer et al, 2001;Whitlow & Buggey, 2003;Yingling & Neisworth, 2003). In a review of 27 studies using VSM (Meharg & Woltersdorf, 1990), moderate to dramatic gains were reported across all target behaviors.…”