1. Video Self-Modeling: Effectiveness in School Populations Krystal Franco, B. I. S., Christopher Carter, SSP & Wendi Johnson, Ph.D. Texas Woman’s University, Denton, Texas
Background: Current literature demonstrates the appropriateness of video self-modeling (VSM) for individuals across various ages and disabilities (Buggey, 2007; Prater, Carter, Hitchcock, & Dowrick, 2012). Studies have shown VSM as being effective with children as young as 3 years old up to young adults. Self-modeling has typically been used as an intervention for children diagnosed with autism; however, VSM has also demonstrated to be effective with individuals with various disabilities and psychological disorders such as externalizing and internalizing disorders, selective mutism, intellectual disabilities, academic difficulties, and stuttering (Madaus & Ruberto, 2012; Gelbar, Anderson, McCarthy, & Buggey, 2012; Prater et. al, 2012).
Intervention Description
Video self-modeling (VSM) is an intervention modality where an individual observes himself/herself successfully performing a specific skill or positive behavior through the use of supports like role playing, peer modeling, or direct instruction. Once the desired behavior or functional skill is evidenced on video, the supports are then edited out which results in an individualized “movie” where the student views the successful behavior. The research supports two major forms of VSM: feed forward and positive self-review (Buggey, 2009). Feed forward is a method where a person views himself/herself performing a new skill that is developmentally appropriate through role play and video editing, while positive self-review is when individuals observe themselves performing obtainable tasks for the purpose of building fluency or proficiency.
Participants
Participants included 19 students from four special education classrooms enrolled at Lake Dallas Independent School District that were of various ages, ethnicities, and disabilities. Please refer to the table for further information.
Objectives
Demonstrate the effectiveness of utilizing VSM interventions with school age children, as well as give support to the applicability of this intervention modality for a variety of disability areas. Participants learned how to set up and conduct a VSM intervention in an educational setting. Additionally, participants were shown how to apply this intervention modality to a variety of disability areas such as autism, behavioral and emotional disorders, as well as with individuals with functional and adaptive skill deficits. Lastly, participants were provided with information on how to monitor and track the frequency of the behavior change and present the outcome data.
Hypothesis
Participants will increase positive behaviors and maintain desired outcomes across settings through the use of VSM.
Intervention Procedures
Phase One – Baseline Assessment Phase
Pre-intervention data gathering (e.g. parent/teacher/student interviews, BASC-2, SSIS, ABAS-II parent and teacher forms, and two classroom observations).
Phase Two – VSM Intervention Phase
Session 1 – Rapport building with students
Session 2 – Students practice role playing
Session 3 & 4 – Videotape desired behavior for each student
Session 5 – Each participant watches their movie for ten consecutive days followed by a consistent reinforcement program
Session 6 – Conclude the sequence with a discussion of the generalization of the desired behavior and reinforcement for watching all 10 days
Phase Three – Post-Intervention Assessment Phase
Post-Intervention data gathering (e.g. parent/teacher/student interviews, BASC-2, SSIS, and ABAS-II parent/teacher forms, and two classroom observations)
Parents and teachers are provided with the results of the pre- and post- intervention data in graphed form
Parents are provided a copy of the VSM movie if desired
Outcome Data
Parents
“Before he would sit away from others and just watch. Now
he doesn’t act as shy. He gets up and talks to others.”
“He catches himself before he tantrums and he is more
aware of how to ask for help.”
Teachers
“During her last breakdown, she kept verbalizing that she
was angry.”
“He is more open to asking for help which is good for his
educational progress.”
Discussion and Future Directions
Data gathered after the 10 day intervention implementation support the hypothesis that Video Self-Modeling is an effective intervention that can be used within the academic environment to increase positive behaviors with students of various ages and ethnicities who are identified with a wide range of special education eligibilities. Future directions with the intervention may include focusing on multiple positive behaviors and further analysis of intervention generalization.
Demographics
Primary Eligibility
Emotional Disturbance
n = 2
Ethnicity
Caucasian
n = 13
Age Range
4 to 10 years old
n = 10
Other Health Impairment
n = 5
African - American
11 to 14 years old
n = 5
Autism Spectrum Disorder
n = 9
Hispanic - American
n = 4
15 to 21
n = 4
Intellectual Disability
n = 3
Asian - American
n = 0