No abstract

Research indicates that video self-modeling is an effective means for improving academic skills and behaviors. Nearly 200 video self-modeling studies or applications have been reported over the past three decades. The purpose of this review was to examine studies in which video self-modeling was applied in school-based settings. Eighteen studies met strict criteria for inclusion in this review. Descriptive summaries and analyses of outcomes are provided for each study, as well as suggestions and resources for educators to implement video self-modeling interventions. These school-based studies verify the functional control of targeted academic skills and behavior(s) and support the efficacy of video self-modeling to improve student outcomes. Evidence for generalization across settings and maintenance over time is also presented.

The need for research-based instructional support for culturally and linguistically diverse students with reading difficulties is a national priority. In this rural Hawaii study, teachers and parents selected four first-grade students who were experiencing delays in reading fluency and comprehension skills to receive tutoring and video self-modeling interventions. Two students were identified as having specific learning disabilities, one as being developmentally delayed, and one was in the process of being referred for special education. Community partners were trained to provide tutoring with the 25-step ACE reading protocol. Two 2-minute self-modeling videotapes were constructed: the first depicted the student fluently reading a passage; the second showed the student applying a story map and successfully answering comprehension questions. A multiple-baseline design across two behaviors (reading fluency and comprehension) was used to observe the effect of each intervention on reading fluency and comprehension skills. Reading fluency, measured in number of correct words per minute, doubled for three students and quadrupled for the fourth by the end of eight weeks. Reading comprehension, measured in number of correct responses, reached pre-established criteria. Viewing the self-modeling videotapes was associated with reduced variability and maintenance of increased performance. Follow-up indicated that gains maintained for six months. Teachers and parents reported generalization to classroom and home.