Using video self-modelling to increase active learning responses during small-group reading instruction for primary school pupils with social emotional and mental health difficulties

Young-Pelton, Cheryl A.; Bushman, Samantha L.

doi:10.1080/13632752.2014.949988

Cited by 7 publications

(17 citation statements)

References 15 publications

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“…Five types of professionals served as intervention agents. Special education teachers were found in three (37.5%) of the studies (see References [17,18,21]); researchers in two (25%) (see References [20,24]); a research assistant in one (12.5%) (see Reference [22]); a therapist, special education teachers, and a paraprofessional in one (12.5%) (see Reference [14]); and finally, a therapist in the remaining study (12.5%) (see References [23]).…”

Section: Intervention Agentmentioning

confidence: 99%

“…The dependent variables were categorized into increasing/decreasing trend-oriented behaviors. The increasing trend-oriented dependent variables in six (75%) of the studies were on-task behaviors (see References [17,18]), appropriate social behaviors in classrooms (see References [20,22]), prosocial behaviors in school-yards (see Reference [23]), and active learning behaviors (see Reference [24]). Meanwhile, the decreasing trend-oriented dependent variables in four (50%) of the studies were disruptive behavior in classrooms (see Reference [18]), inappropriate social behaviors in classrooms (see Reference [20]), aggressive behavior (see Reference [23]), and problem behaviors in classrooms (see Reference [24]).…”

Section: Independent and Dependent Variablesmentioning

confidence: 99%

“…The participants watched videos of various lengths: 5 min in three (37.5%) of the studies (see References [18,23,24]); 3-5 min in one (12.5%) (see Reference [20]); and 10 min in another (12.5%) (see Reference [17]). Three of the studies did not report video length.…”

Section: Length Of Videomentioning

confidence: 99%

“…Table 1 shows how well the studies conformed to the CEC standards, with up to eight points assigned, one for each quality indicator identified. All eight quality indicators were found in one (12.5%) of the studies (see Reference [20]), seven indicators were found in six (75%) (see References [14,17,18,21,22,24]), while six indicators were identified in one (12.5%) of the studies (see Reference [23]). Thus, most of the studies met the CEC standards for evidence-based practices.…”

Section: Research Question 1: Do the Studies Meet The Cec Standards (Quality Indicators) For Evidence-based Practices?mentioning

confidence: 99%

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A Systematic Review of Evidence-Based Video Modeling for Students with Emotional and Behavioral Disorders

et al. 2018

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This systematic review examined eight studies showing that video modeling (VM) can have a positive and significant effect for students with emotional and behavioral disorders (EBD). Building upon meta-analyses that sought evidence of video-based interventions decreasing problem behaviors of students with EBD in K-12 education, the review examined the standards of the Council for Exceptional Children (CEC) for evidence-based practice as well as additional quality indicators, neglected quality indicators, strategies combined with VM, the impact of the independent variables on the dependent variables, and common recommendations offered for future research. Findings revealed that the eight studies met the CEC standards for evidence-based practices as well as other quality indicators. For instance, all studies reported content and setting, participants, intervention agents, description of practice, as well as interobserver agreement and experimental control. According to the findings, fidelity index and effect size were the two most neglected quality indicators. Furthermore, instructions, reinforcement system, and feedback or discussion were the most common strategies used. Finally, generalizability—across settings, populations, treatment agents, target behaviors in the real world, and subject matter—was the most common recommendation for future research. While further investigation is warranted, these findings suggest that VM is an effective evidence-based practice for students with EBD when the CEC standards are met.

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Section: Intervention Agentmentioning

confidence: 99%

Section: Independent and Dependent Variablesmentioning

confidence: 99%

Section: Length Of Videomentioning

confidence: 99%

Section: Research Question 1: Do the Studies Meet The Cec Standards (Quality Indicators) For Evidence-based Practices?mentioning

confidence: 99%

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A Systematic Review of Evidence-Based Video Modeling for Students with Emotional and Behavioral Disorders

et al. 2018

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“…The concept of observational learning, or modelling, was introduced by Albert Bandura in the 1970s. In education, VSM has come to be recognized as a form of rapid learning and skill acquisition in a broad range of social, behavioural and academic contexts (Buggey and Ogle, ; Dowrick, ; Young‐Pelton and Bushman, ; Schaeffer et al ., ; Regan and Howe, ). Dowrick () highlighted the case of ‘Shirley’, who experienced significant improvement in her ability to walk after six viewings of a two‐minute VSM, whereas six months of twice‐weekly physiotherapy and occupational therapy had produced no change.…”

Section: Video Self‐modelling (Vsm)mentioning

confidence: 99%

Using video modelling to teach expected behaviours to primary students

Naylor¹,

Spence²,

Poed³

2019

Support for Learning

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Video Self-Modelling (VSM) and Video Peer-Modelling (VPM) have proved effective when teaching pro-social behaviours to students with disability, individually and during whole-class instruction. In Victoria, Australia, this has been achieved in specialist schools using a television programme known as meTV. This study examined the application of both the meTV model and video modelling when teaching expected behaviours in mainstream schools implementing Positive Behavioural Interventions and Supports (PBIS). The trial found that, after minimal viewings, the use of VSM and VPM, as well as the meTV model, were effective interventions for teaching pro-social skills for all students.Key words: active matrix, positive behavioural interventions and supports, teaching prosocial skills, video peer-modelling, video selfmodelling.

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An Examination of Social Validity for Students with Emotional Behavioral Disorders: Has Progress Been Made?

Thoele,

DeAngelo

2023

Educ. Treat. Child.

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Using video self-modelling to increase active learning responses during small-group reading instruction for primary school pupils with social emotional and mental health difficulties

Cited by 7 publications

References 15 publications

A Systematic Review of Evidence-Based Video Modeling for Students with Emotional and Behavioral Disorders

A Systematic Review of Evidence-Based Video Modeling for Students with Emotional and Behavioral Disorders

Using video modelling to teach expected behaviours to primary students

An Examination of Social Validity for Students with Emotional Behavioral Disorders: Has Progress Been Made?

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