Using Video Modeling and Mobile Technology to Teach Social Skills

Abstract

There has been growing interest in the field of education regarding the use of technology in classrooms to improve student outcomes. Specifically, researchers have demonstrated positive outcomes for using mobile technology with students with autism spectrum disorder (ASD). Fewer studies have used mobile technology with students with emotional and behavioral disability (EBD). The purpose of this article is to discuss the effectiveness of video modeling as an intervention package and highlight the benefits of using video modeling and mobile technology to teach behavioral skills to students with EBD. The article provides guidelines and resources for teachers to implement video modeling instruction using mobile technology in the general education setting.

Integration of Mobile Technology Into Evidence-Based Practices for Students With Emotional and Conduct Disorders in Classroom

“…This would have otherwise been difficult to do in inclusive or multi-level classrooms (Flower, 2014). The opportunities for students to be autonomous learners while participating in instructional practices (Bruhn, Hirsch et al, 2017;Flower, 2014;Stephenson & Limbrick, 2015) could save teachers' time (Maich & Hall, 2016) and permit other forms of ongoing support (Haydon et al, 2017).…”

“…When future research addresses the identified limitations, and EPs are scientifically supported as viable alternatives to traditional EBPs, teachers could extend the implementation of EBPs (Zhang, Trussell, Gallegos, & Asam, 2015). This is crucial, as successful inclusion of students with ECD demands training and support in a continuous manner (Haydon et al, 2017). As a result, students with ECD might display higher rates of positive academic and behavioral performance and, thereby, achieve their actual potential.…”

“…Some authorities have reported that students with ECD display disruptive behaviors in educational settings (Nelson & Robert, 2000) and lack foundational skills (e.g., self-regulation skills; Butler & Monda-Amaya, 2015) necessary for them to engage in the classroom. Considering this, students with ECD often become frustrated and less motivated to participate in academic activities (Haydon et al, 2017), placing them at risk for academic failure.…”

“…In order to reduce their achievement gap (Bruhn, Hirsch, & Vogelgesang, 2017), students with ECD need access to ongoing support and best practices (Haydon et al, 2017). Particularly, teachers are encouraged to use evidence-based practices (EBPs), which are practices that have been supported by multiple high-quality experimental research studies (Cook, Cook, & Collins, 2016), to address students' academic and behavioral needs.…”

Space Travels and Empathy: A New Area of Educational Intervention

“…Regarding technological resources, digital storytelling (DST) is a method which can be useful for fostering relationships and assimilation of norms and culture [39]. Mobile technology has been successfully used for teaching behavioral skills [40]. Besides, in the educational field, discussion activities by using images have been very useful for developing leadership, confidence, self-control, problem-solving skills, and emotional intelligence [41].…”