Download or read book Video self modeling applications in school based settings written by Jennifer Akullian and published by . This book was released on 2009 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Practical Guide to Using Video in the Behavioral Sciences written by Peter W. Dowrick and published by . This book was released on 1991-05-08 with total page 362 pages. Available in PDF, EPUB and Kindle. Book excerpt: This hands-on guide to the use of video in the behavioral sciences identifies and provides detailed descriptions of both current and potential uses of the medium. Both authoritative and practical, it supplements every use described in Part I with contributions by a team of international experts, illustrating applications for each purpose in Part II. Covers topics and applications in interactive video, video for assessment and documentation, analysis of facial expression and emotion, video vignettes, video use at the community level and much more.

Download or read book Behavioral Interventions in Schools written by Steven G. Little and published by Division 16: Applying Psycholo. This book was released on 2019 with total page 422 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book shows psychologists and other mental health providers how to assess and treat emotional and behavioral problems in classrooms, including those arising from autism diagnoses.

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 Video Modeling for Young Children with Autism Spectrum Disorders written by Brenna Noland and published by Jessica Kingsley Publishers. This book was released on 2012-09-15 with total page 146 pages. Available in PDF, EPUB and Kindle. Book excerpt: Video modeling takes visual learning to the next level by using new technologies to create an effective teaching tool. This book explains how professionals and parents can use innovative video modeling techniques to support the development of young children with autism spectrum disorders in school, home or community settings. Offering practical step-by-step guidance, the book shows how to film and edit personalized videos that highlight the exact skill that is being taught. Whether the focus is increasing attention, peer interaction, getting dressed or creative play, these videos are easy to incorporate into daily routines. They allow the child to learn new skills quickly and with less hands-on adult support leading to greater independence. Three video modeling strategies are presented – Basic Video Modeling, Video Self-Modeling and Point-of-view Video Modeling – along with all the information needed for readers to start using the techniques for themselves. The research behind the approach is also discussed and each chapter includes detailed case studies that demonstrate the techniques in action.

Download or read book Examining Paraprofessionals Use of Video Self Modeling in Teaching Students with Autism Spectrum Disorders written by Derrainnnya R. Fuentes and published by . This book was released on 2016 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Using Video Self modeling to Instruct Preschool Children with Special Needs written by Suzanne Julin and published by . This book was released on 2013 with total page 54 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to examine how efficient and effective video-self modeling is when used as an instructional strategy with a preschool student who is enrolled in early childhood special education. The subject chosen for the study had a disability such as autism or a delay in social skills. The target behavior was operationally defined and baseline data was collected via time sampling for two weeks. After collection of baseline data, video footage was collected and edited to create a three to five minute video showing the child performing the target skill. The child was shown the video at the beginning of each day for two weeks. Data was collected for two weeks on the target behavior as soon as the child began watching the video. All staff time used to implement the use of video self-modeling was recorded to determine if this method of instruction is an efficient and effective use of teacher's time. After the study, the author concluded video modeling was an appropriate use of time and the subject here made slight progress in the short duration of this study.

Download or read book A Guide to Using Video Self Modeling in the School and the Community written by Ron Meunier and published by . This book was released on 1999 with total page 1268 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Using Video Self modeling with Parents to Improve Students Classroom Behavior written by Eva Pauline Windsor and published by . This book was released on 2011 with total page 242 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book The Applicability of Video Self modeling for Adults with Developmental and Intellectual Disabilities written by Lauren E. Cox and published by . This book was released on 2012 with total page 62 pages. Available in PDF, EPUB and Kindle. Book excerpt: Video Self-Modeling (VSM) has shown to be an effective intervention in modifying maladaptive behaviors in children, particularly those with Intellectual and/or Developmental Disabilities (ID/DD). Although the effectiveness of VSM with children with ID/DD has been well established in the extant literature, considerably fewer studies have addressed the applicability of VSM with adults of the same population. Thus, the goal of the current study was to examine the utility of VSM with three adults with ID/DD, specifically targeting table manners as the behavior of interest for the intervention. Two aspects of table manners were measured utilizing a multiple baseline design: food spillage on the person and appropriate napkin use. Data were graphed and analyzed on the basis of level, trend, and variability. Results indicated that the intervention was successful with Participant 2 on the appropriate napkin use variable, but not on food spillage on the person. Participants 1 and 3 did not evidence significant changes in behavior following the introduction of the VSM intervention. Possible reasons for the limited success of this intervention include the complexity of the target behaviors, age of participants at age of intervention, and lack of changes in environment to reinforce learning gained from videos. Future research should examine possible limits of the VSM technique as well as ways of utilizing the VSM procedure to function most effectively with older adults.

Download or read book An Examination of Video Self modeling as a Reading Fluency Intervention written by Shengtian Wu and published by . This book was released on 2019 with total page 131 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of the study was to examine the efficacy of video self-modeling as a reading fluency intervention for elementary school students. The participants were 10-year-old male students, and they were enrolled in 4th or 5th grade. All of the participants carry disabilities, including Autism Spectrum Disorder or Attention Deficit/Hyperactivity Disorder. 2 participants participated in the study in a clinic setting, and one participant participated in the study in a school setting. Before attending the intervention sessions, the participants attended pre-participation assessment sessions to evaluate if their current reading skills and behavioral repertoire met the purposes of the current study. Following the screening procedures, the participants participated in the baseline measurements, video developments, alternating treatments phase, confirmatory phase, and follow-up phase. The results indicated the stand-alone Video Self-Modeling was efficacious for 2 out of 3 participants, and the Video Self-Modeling as a supplemental intervention component showed its efficacy for 1 participant. The findings showed various practical implications. Limitations and future studies are also discussed.

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 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:

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 Video Self modeling A Job Skills Intervention with Individuals with Intellectual Disabilities in Employment Settings written by Ailsa E. Goh and published by . This book was released on 2010 with total page 203 pages. Available in PDF, EPUB and Kindle. Book excerpt: A large majority of adults with intellectual disabilities are unemployed. Unemployment of adults with intellectual disabilities is a complex multidimensional issue. Some barriers to employment of individuals with intellectual disabilities are the lack of job experience and skills training. In recent years, video-based interventions, such as video self-modeling (VSM) and video modeling, have been receiving substantial attention as viable methods to teach skills to individuals with intellectual disabilities. Initial empirical evaluations have demonstrated that VSM and video modeling, when used in combination with in-vivo instructional strategies, are effective methods to teach chained task to individuals with intellectual disabilities. However, few studies have investigated the effectiveness of VSM or video modeling as stand-alone interventions, without the addition of in-vivo instructional strategies, for teaching chained tasks. While research utilizing video-based interventions to teach independent daily living skills is gaining momentum, the use of video-based interventions in the area of job skills training is still lacking. This study investigated the effectiveness of VSM to teach chained job tasks to individuals with intellectual disabilities in employment settings. The purposes of this study were to (a) evaluate the effectiveness of VSM to teach chained job tasks to individuals with intellectual disabilities, (b) explore the effectiveness and feasibility of VSM alone or in combination with feedback and practice, and (c) evaluate the social validity of VSM in employment settings. Particularly in this study, the VSM intervention (i.e., VSM alone or in combination with feedback and practice) did not include an in-vivo instructional component in order to evaluate if the VSM intervention can lead to generalization of the job tasks to the actual job setting. Three adults with intellectual disabilities participated in this study. A within participant multiple probe design across targeted job tasks, replicated across the three participants, was used to evaluate the effectiveness of VSM in this study. All of the participants demonstrated increased task acquisition with the VSM intervention; however, the effectiveness of VSM alone, or in combination with feedback and practice, varied across participants and job tasks. In terms of social validity, the participants, their job coaches, and the supervisors of the supported employment program, reported overall positive perceptions of the videotaping procedure and VSM intervention. Limitations of the study and implications for future research are discussed.

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.