Download or read book The Effects of Video Modeling on Instructional Aide Staff Behavior in a Self contained High School Classroom written by Mary Katherine Shaughnessy and published by . This book was released on 2017 with total page 92 pages. Available in PDF, EPUB and Kindle. Book excerpt: One way for students with disabilities to receive instructional support from someone other than the lead classroom teacher is through paraprofessionals. Paraprofessionals who are not trained properly, however, can negatively impact student success rates. One intervention that has been explored has been the use of video modeling to train staff on various instructional and behavior management strategies. The purpose of this study was to evaluate the effectiveness of using video training to teach paraprofessionals how to implement errorless learning strategies with students. The participants within this study were three female paraprofessionals that were of Caucasian, Latino, and Ukranian descent and had worked in a classroom for at least one year. The dependent variables within this study were evaluated by use of a single subject, multiple baseline design across participants. Results of this study revealed that video training with a focus on errorless learning was effective in increasing paraprofessional percent correct implementation of the strategy, as indicated by an increase in exhibition of the strategy throughout observation and generalization sessions. Paraprofessional implementation of errorless learning procedures increased from a mean of 12.5% accuracy during baseline to 84% accuracy during intervention sessions. Generalization probes maintained high accuracy rates as well, with a mean of 88% accuracy across all three participants. The social validity results provided to the participants at the end of the study indicated that all participants prefer video training over in person training.
Download or read book The Effects of Video Modeling on High School Classroom Transitions written by Amanda Kay DelMastro and published by . This book was released on 2023 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Using Group Video Self Modeling in the Classroom to Improve Transition Speeds with Elementary Students written by Matthew T. McNiff and published by . This book was released on 2015 with total page 145 pages. Available in PDF, EPUB and Kindle. Book excerpt: Video self-modeling has been proven to be an effective intervention for individuals with a variety of disabilities and behavioral issues. Very few studies have addressed the impact of video modeling on behaviors that are displayed by groups of students and no studies have tackled the issue of group behaviors with video self-modeling as an intervention. This study focused on analyzing the effects of video self-modeling on students in an elementary classroom in order to increase the speed at which the students lined up and transitioned. Further, the study addressed the question of whether the intervention had a differential impact on students who exhibited varying speeds of transitioning, by grouping them into fast, medium or slow groups determined during baseline. The study employed a single-subject research design but employed groups, rather than individuals as the subjects. The results revealed that the entire class showed immediate and significant gains in the speed at which they lined up and transitioned. The results also showed that both the medium and slow groups gained enough speed by using this intervention that the groups transitioned and lined up with similar speeds as the fast group. Implications of this study showed that group video self-modeling may be an intervention that can be used to positively influence global behavior change in the regular education classroom. This intervention may be a valuable asset for educators to improve classroom management by efficiently improving student behavior, and may assist them to increase the fidelity of student responses when teaching positive classroom behaviors to students.
Download or read book The Effects of Video Self modeling on the Compliance Rates of High School Students with Developmental Disabilities written by Jacob Ammon Aukai Figueira and published by . This book was released on 2007 with total page 75 pages. Available in PDF, EPUB and Kindle. Book excerpt: People with developmental disabilities must develop the ability to maintain socially acceptable behavior in order to become contributing, accepted members of society at large. Research indicates that compliance, or following directions, is a keystone behavior, which, if learned, may significantly decrease the occurrence of behavior difficulties in students. Many studies of individuals with disabilities have shown a dramatic increase across a wide range of academic and social skills using video self-modeling (VSM), a technique in which students watch edited videos of themselves performing skills correctly or at high rates. Despite the importance of compliance for individuals with disabilities and the success of video self-modeling, little research has been done regarding the effect of VSM on compliance. In addition, VSM has been used mainly with elementary school-age students. This multiple baseline study examined the effect of video self-modeling on the rates of compliance in three high school-age students with developmental disabilities. Participants[alpha] compliancy rates increased after implementing video self-modeling. Mean latency to compliance also decreased for all participants. Study results indicate that video self-modeling may be an effective method for increasing compliance and decreasing compliance latency in high school students with developmental disabilities.
Download or read book The Impact of Video Self modeling on Culturally and Linguistically Diverse Secondary Students with an Emotional Disturbance written by Sonia Denise Baker and published by . This book was released on 2010 with total page 230 pages. Available in PDF, EPUB and Kindle. Book excerpt: Students with ED often exhibit disruptive behavior in the classroom that adversely affects the learning environment (Cook, Gresham, Kern, Barreras, Thornton, & Crews, 2008). Culturally and linguistically diverse (CLD) students tend to be over-represented in this category of disability. Despite the fact that the majority of students identified with ED are male, females do represent 23.6% of this population (U.S. Department of Education, 1998; Yell, Meadows, Drasgow, & Shriner, 2009). Additionally, a large number of individuals with ED are high school age (Wagner, Friend, Bursuck, Kutash, Duchnowski, Sumi, & Epstein, 2006). Interventions used with this population have often been punitive in nature, designed to control behavior rather than to help an individual improve (Newcomer, 2003). Efforts of the No Child Left Behind (NCLB) Act of 2001 and the Individual with Disabilities Act (IDEA) require the use of scientifically-based practices when addressing academic and behavioral goals. A variety of interventions for students with ED have been investigated. While many of these interventions produce degrees of positive change, they often demand a great deal of time and effort from the teacher (Wagner et al., 2006). Video self-modeling (VSM) is an intervention involving an individual watching him/herself on video demonstrating desired and appropriate behavior. It has been proven successful with other challenging populations (e.g., individuals with autism) (Buggey, 2005). Few studies of VSM have been conducted with secondary students with ED. The present study was designed to analyze the effects that VSM had on four secondary CLD students with ED across a variety of behaviors, including laughing obnoxiously out loud, using profanity, and requesting help. Multiple baseline designs across students were used to evaluate performance. The results indicated all four participants exhibited immediate and significant gains upon implementation of the VSM intervention, and that those gains were maintained after cessation of intervention. The findings suggest that VSM may represent a positive behavior change intervention worthy of consideration for CLD secondary students with ED.
Download or read book The Impact of Video Self modeling on Conversational Skills with Adolescent Students with Severe Disabilities written by Megan Elizabeth Sangster and published by . This book was released on 2007 with total page 51 pages. Available in PDF, EPUB and Kindle. Book excerpt: Video self-modeling has been found to be effective in increasing appropriate behaviors, increasing task fluency, and decreasing inappropriate behaviors. During video self-modeling, a student is filmed completing a task and then mistakes, prompts, and negative behaviors are edited from the video. When the edited video is viewed by the subject student, the student views a perfect model of him or herself successfully completing the given task. Video self-modeling has been used predominately with participants with autism spectrum disorder. This study is a replication of a previous study in which the effectiveness of video self-modeling and video peer modeling was compared (Sherer, Paredes, Kisacky, Ingersoll, & Schreiman, 2001). Sherer et al. evaluated these procedures with high functioning students with autism using a combined multiple baseline across participants and alternating treatment design. This study differs from Sherer et al.[alpha]s study in its use of participants who have multiple disabilities and low cognitive functioning. The results show that video self-modeling is effective for some participants while video peer modeling is effective for others. The individual student[alpha]s preference for one form of video modeling over another form may indicate the method that is best for a particular participant. Implications for further research are included.
Download or read book The Effects of First person Point of view Video Modeling on the Acquisition of Job related Social Skills for Young Adults with Developmental Disabilities written by Kayla J. Jenssen and published by . This book was released on 2017 with total page 90 pages. Available in PDF, EPUB and Kindle. Book excerpt: Despite a growing emphasis on autism-related services, many young adults with Autism Spectrum Disorder (ASD) continue to struggle with social skills deficits. Thus, these individuals are severely underemployed and unprepared to function in vocational settings. One instructional method that has been used to teach social skills is video modeling, though research has focused primarily on applications with young children. First-person point-of-view (FPPOV) video models are videos that show a skill or task being performed from the same perspective as the learner would see it occur when completing it. Past research on FPPOV video modeling is limited, and most of the available research has demonstrated changes in behavior only when FPPOV video models are implemented with additional instruction or intervention. The current study extended the video modeling literature and examined the effectiveness of FPPOV video modeling as a stand-alone instructional tool for job-related social skills, and the generalization of these skills to employment settings for individuals ages 18 to 26 with developmental disabilities. Results suggest that FPPOV video models alone were not effective for teaching job-related social skills until embedded in the Behavioral Skills Training (BST) package or after the addition of enhanced video features.
Download or read book A Comparison of Video Self and Video Peer Modeling to Increase Participation in High School Students with Disabilities written by Melissa Macias and published by . This book was released on 2018 with total page 80 pages. Available in PDF, EPUB and Kindle. Book excerpt: Video modeling has been implemented to teach social, play, functional, and academic skills to individuals with autism. There is still uncertainty in previous research whether video self-modeling (VSM) or video peer-modeling (VPM) is a more appropriate model to use. Past research has focused primarily on providing video modeling interventions to younger individuals with autism, with a lack of research on older individuals with different disabilities. This study examined if VSM or VPM would be more effective in teaching three high school students with disabilities to participate in the classroom. Results revealed an increase in classroom participation in two students when both VSM and VPM were introduced. Overall, VSM was more effective than VPM in two students. Recommendations for future research on video modeling are discussed.
Download or read book The Effects of Video Modeling on Complimentary Behaviors Towards Children with Disabilities in Typically Developing Children written by Rhodes D. Wroth and published by . This book was released on 2019 with total page 27 pages. Available in PDF, EPUB and Kindle. Book excerpt: Video modeling has been an effective instructional tool to teach children with disabilities, however, there is less research on the effectiveness of video modeling to teach typically developing children. The participants of this study were two typically developing children, and they were siblings of child with a disability. This study used an ABAB experimental design to graph, and visually determine differences between control and intervention sessions. The purpose of this study was to evaluate the effectiveness of video modeling to teach typically developing children verbal complimentary behaviors in an inclusive physical activity setting. The results of this study found video modeling to be an ineffective tool to teach typically developing children verbal complimentary behaviors. Possible reasons for these results include: participant population, varying social opportunities, and small sample size. Therefore, future research should evaluate the effectiveness of video modeling to teach affective skills to a larger sample size of typically developing children, and evaluate the effectiveness of video modeling to teach this population both gross and fine motor skills.
Download or read book The Effects of Video Prompting on the Daily Living Skills of Middle School Students with Moderate to Severe Disabilities written by Marissa M. Nie and published by . This book was released on 2014 with total page 107 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Virtual High School written by Andrew A. Zucker and published by Teachers College Press. This book was released on 2003-01-01 with total page 180 pages. Available in PDF, EPUB and Kindle. Book excerpt: This authoritative volume is the first to provide a thorough, detailed account of the virtual high school. Based on a 5-year study conducted by experienced researchers at SRI International, it provides crucial information to assist educators and policymakers in creating, adapting, and learning how to effectively use these new online schools. This book answers such questions as: What is the difference between an online and face-to-face classroom? What is it like to take, or to teach a course online? Are online courses effective? What are the problems with its use?
Download or read book The Effects of Video Self Modeling and Self Assessment Training on the Delivery of Instructional Strategies Provided by Paraeducators Working with Children with Developmental Delays written by Robin B. Reamer and published by . This book was released on 1995 with total page 232 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Video Modeling as a Classwide Intervention for Promoting Positive Behavior in Art Class written by Julia DeGreg and published by . This book was released on 2014 with total page 81 pages. Available in PDF, EPUB and Kindle. Book excerpt: Teachers often face the arduous task of managing disruptive behaviors within their classrooms and keeping their students engaged. Implementing Positive Behavioral Interventions and Supports (PBIS), a widely adopted series of preventative strategies, can help teachers proactively address problem behaviors. One of the first steps of PBIS is to instruct and model expected behaviors for the classroom. Traditionally, educators use in vivo or live modeling of the behavioral expectations. Another approach to teaching these expectations is through video modeling (VM), whereas teachers use the same video displaying the behaviors instead of having to live model them repeatedly. VM is an evidence-based intervention that many educators use to instruct and improve students' behaviors. However, VM has mostly been used with individual students or small groups of students and often with students with disabilities. This study examines the use of VM with a whole class of regular education students. Using a multiple baseline across settings ABB' design, baseline levels of student disruptive behaviors and engagement were compared to VM intervention levels across intervention phases. Social acceptability and future areas of research are discussed.
Download or read book The Effects of Self Assessment and Self Modeling Via Videotape Feedback to Reduce Inappropriate Classroom Behavior and Increase Appropriate Interactions written by Cecilia Penney Lonnecker and published by . This book was released on 1991 with total page 124 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Effects of Participant Motivation on the Effectiveness of Video Modeling written by Sang Hur and published by . This book was released on 2019 with total page 92 pages. Available in PDF, EPUB and Kindle. Book excerpt: Video modeling interventions have been mostly effective for individuals with autism spectrum disorder (ASD) in teaching social communication skills. However, differences in the effectiveness of these interventions have been noted. Participant motivation was suggested as one of the factors that can influence the effectiveness of video modeling. The purpose of this study was to investigate the effects of participant motivation on video modeling for teaching social communication skills to individuals with ASD. A combined multiple probe across participants and adapted alternating treatments design was used to examine the differential effects of two video modeling conditions (i.e., motivated and non-motivated) on social communication skills of four adults with ASD. Of the four participants, three participants responded to the intervention and performed more of target behavior during the motivated video modeling condition than the non-motivated video modeling condition, while one did not respond to the intervention. In addition, the three participants engaged in a higher percentage of the target behavior during motivated generalization sessions than non-motivated generalization sessions. The results demonstrated that participant motivation influenced the effectiveness of video modeling.
Download or read book Evaluating the Effects of Video Modeling on the Frequency of Staff Use of Socially Embedded Consequences written by Amy Elizabeth Yauger and published by . This book was released on 2012 with total page 75 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Effectiveness of Video Self modeling on Increasing and Sustaining Teacher Use of Behavior specific Praise in the Alternative Classroom written by Natalie Rose Starling and published by . This book was released on 2015 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt:
