The intent of this article is to consider similarities between the research on the alteration of memory, and that on the modification of behavior through viewing edited self-modeling videotapes that depict exemplary behavior. A considerable number of studies unequivocally show that memory can be altered through several mechanisms, including visual techniques. However, there is limited research indicating that alteration of memory results in valued and adaptive behavioral change. This article explores a tenable explanation for the research finding that self-modeling is an effective intervention for students with behavior disorders. It was hypothesized that when participants view a change in their behavior, their memories and self-beliefs subsequently change to be in concert with that shown on the edited videotape. Perhaps as the individuals repeatedly view the videotapes, they alter their memory of engagement in past maladaptive behavior, with an adaptive memory of exemplary behavior. Further, they may come to believe that they were always capable of exhibiting such behavior. © 2002 Wiley Periodicals, Inc.The purpose of this article is to present a novel explanation for effectiveness of the selfmodeling intervention with students with serious emotional disturbance (SED). The brief overview of self-modeling and behavior disorders will be followed by the argument that alteration of the student's memory may be the causal mechanism that allows behavior change.Self-modeling has been defined as "an intervention procedure using the observation of images of oneself engaged in adaptive behavior. Most commonly, these images are captured on video, edited into 2-4 minute vignettes, and repeatedly reviewed to learn skills or adjust to challenging environments as part of a training or therapy protocol" (Dowrick, 1999, p. 23). The procedure, in comparison to other interventions or therapies, is relatively nonintrusive in that it requires very little of the individual's time. Typically, the brief videotapes are shown on 6 to 8 occasions over a period of 4 to 6 weeks (Bray & Kehle, 2001). Substantial empirical support has been noted for the effectiveness of self-modeling in that over 150 studies successfully dealing with a myriad of behaviors have been published to date in the professional literature (Dowrick, 1999).The effectiveness of self-modeling has most often been explained in terms of Bandura's social cognitive theory (1986). Social cognitive theory postulates that behavior change is mediated by self-efficacy. For example, Kehle, Owen, and Cressy (1990) used self-modeling to effect a complete cessation of selective mutism in a 6-year-old student. It was hypothesized that the child with selective mutism possessed adequate verbal skills but lacked the self-efficacy to employ those skills in the school setting. Kehle et al. further theorized that the child, through viewing his self-modeled verbal behavior (i.e., edited videotapes that depicted him talking in his classroom), altered his self-efficacious beliefs. Specifically, h...
The intent of this preliminary study is to explore the effectiveness of selfmodeling in altering maladaptive behavior in children through the mediating effect of modifying their autobiographical memories of their dysfunctional behaviors. We proposed that the alteration of inappropriate classroom behaviors afforded by the selfmodeling intervention would be accompanied by commensurate alteration in the memory of those behaviors and changes in self-concept. The process of a self-modeling intervention capitalizes on a broad range of experimentally confirmed phenomenal and experimental factors and mechanisms involved in memory alteration, providing sufficient cognitive, perceptual, contextual, semantic, and affective information to closely approximate a "true" memory, and facilitate source misattribution, suggestibility, biases, and thereby, memory alteration/implantation. Results of this study provided evidence of autobiographical memory alteration in narrative recall, recollective experience, and self-concept reports following self-modeling intervention. These initial findings support memory alteration as a mediating factor in eliciting behavior change through self-modeling intervention. However, this study should be replicated and expanded to definitively build the research on the relationship between malleability of memory relative to positive behavior changes.Résumé: Cette recherche préliminaire visait à explorer l'efficacité de l'automodelage pour modifier les comportements mésadaptés en classe chez les enfants, au moyen de l'effet médiateur de la modification de leur mémoire autobiographique des comportements dysfonctionnels. Nous proposions que cette transformation des comportements par l'automodelage s'accompagnerait, d'une part, d'une modification substantielle de
This investigation employed a multiple baseline design across five participants to examine written emotional expression as an intervention to improve lung function in high school-aged students, college students, and adults with asthma. The predicted forced expiratory volume in 1 second (FEV 1 measure of large airway functioning) and forced expiratory flow (FEF 25-75 measure of small airway functioning) were evaluated using spirometry. In addition, anxiety was measured using state and trait anxiety self-report scales. Generally, results were effective. Individuals with asthma are at higher risk for increased hospitalization and death. For the schoolaged population, asthma is associated with increased absenteeism, restriction of various class activities such as physical education, and poor relationships with peers. Therefore, adults and children with asthma are in need of services and school psychologists appear uniquely qualified to intervene. More recently, the role of the school psychologist is diversifying with corresponding training (e.g., wellness, consultation, prevention, assessment and treatment of health issues) in the areas of health-related disorders that involve a psychological component.
Although federal law has provided guidelines for autism eligibility for special education, school-based autism assessment and eligibility vary widely across states and identification continues to lag behind national prevalence data. The main role of the school psychologist continues to be conducting evaluations for special education eligibility, and given current barriers, some school psychologists do not feel equipped to make a recommendation for autism eligibility. This article summarizes the barriers school psychologists face when conducting autism assessments in the schools, including systemic barriers, lack of training or professional development, resulting lack of confidence, among others. We conclude by highlighting recommendations for multipronged systemic changes that will improve the capacity of special education teams and specifically support the pivotal role of the school psychologist in conducting autism eligibility evaluations in the schools.
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