Effects of using self-recording and self-observation in reducing disruptive behavior

Shear, Stewart M.; Shapiro, Edward S.

doi:10.1016/0022-4405(93)90035-h

Cited by 17 publications

(15 citation statements)

References 17 publications

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“…However, relative to other more recent studies that have focused on decreasing disruptive behavior with varying results such as self-modeling (McCurdy & Shapiro 1988;Possell et al, in press;Shear & Shapiro, 1993), this intervention appears to produce a more substantial change in behavior. It also appears to be an intervention that is relatively teacher-friendly with respect to its implementation.…”

Section: Discussionmentioning

confidence: 55%

A packaged intervention to reduce disruptive behaviors in general education students

2000

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Section: Discussionmentioning

confidence: 55%

A packaged intervention to reduce disruptive behaviors in general education students

2000

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“…However, rather than using a single edited videotape as in the case of the McCurdy and Shapiro (1988) study, or two edited videotapes as in the Possell et al (1999) study, the present investigation, in concert with Shear and Shapiro's (1993) recommendation, employed multiple exemplars; five different treatment videotapes were used.…”

mentioning

confidence: 99%

Self-modeling as a treatment for increasing on-task behavior

Clare

Jenson

Kehle³

et al. 2000

Psychol. Schs.

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The study investigated the effectiveness of self-modeling as a treatment to increase on-task behavior. A multiple baseline design across 3 students was employed to determine the treatment effects. In addition, classroom peers' on-task behavior was employed as comparison data. The results indicated immediate, substantial, and durable changes in students' on-task behavior that generalized across academic settings. The 3 students evidenced an increase of on-task behavior from an average of 33% of the intervals observed at baseline to 86% during treatment. At 6-and 8-week follow-up, the students' percentages of on-task behavior was essentially indistinguishable from their classroom peers. Consumer data indicated that the teachers and students were satisfied with the procedure.

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“…Although the overall implication of these findings should be interpreted cautiously given the relatively small sample sizes that have been employed, it is certainly possible that younger children with behavioral and emotional disorders may have difficulty processing information presented through visual technologies such as VSM in a way that facilitates generalization across settings. Nevertheless, the positive TRS outcomes suggest that previous nonpositive VSM interventions with younger participants (e.g., Shear and Shapiro 1993) may have been mediated by use of longer intervention tapes (e.g., exceeding 10 min) as the present study utilized tapes of significantly shorter length.…”

Section: Discussionmentioning

confidence: 62%

“…Whereas some researchers (e.g., Davis 1979;Kehle et al 1986;McCurdy and Shapiro 1988) have found VSM to be effective in reducing inappropriate behaviors across sample sizes ranging from one to four participants, other studies have found VSM to be less effective. For example, Shear and Shapiro (1993) implemented a VSM intervention with six students, ages 7 to 12 years old, who attended a school specifically designed to address needs related to emotional disturbance. The student's baseline levels of disruptive behavior were measured via observing and videotaping them while in the classroom.…”

Section: Clinical Applications Of Vsmmentioning

confidence: 99%

Evaluating Video Self-Modeling Treatment Outcomes: Differentiating Between Statistically and Clinically Significant Change

Spata

Carter

Johnson

et al. 2015

Contemp School Psychol

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The present study examined the utility of video selfmodeling (VSM) for reducing externalizing behaviors (e.g., aggression, conduct problems, hyperactivity, and impulsivity) observed within the classroom environment. After identification of relevant target behaviors, VSM interventions were developed for first and second grade students (N=4), ages 7-8, from a suburban school district. All participants were eligible for special education and related services, with eligibility classifications that ranged from other health impairment (OHI) to traumatic brain injury (TBI). VSM treatment outcomes were evaluated using multiple change indices (e.g., reliable change index, means difference effect size) to examine the clinical and statistical significance of differences observed between pre and postintervention administrations of parent and teacher forms of the Behavior Assessment System for Children-Second Edition (BASC-2) rating scale. Although outcomes for individual participants were relatively consistent across the multiple change indices, differential effects in reductions in reports of externalizing behaviors across teacher and parent rating forms were observed. Implications, limitations, and future directions of VSM research are also discussed.

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Effects of using self-recording and self-observation in reducing disruptive behavior

Cited by 17 publications

References 17 publications

A packaged intervention to reduce disruptive behaviors in general education students

A packaged intervention to reduce disruptive behaviors in general education students

Self-modeling as a treatment for increasing on-task behavior

Evaluating Video Self-Modeling Treatment Outcomes: Differentiating Between Statistically and Clinically Significant Change

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