Video Self-Modeling Intervention in School-Based Settings

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.

Example-Based Learning: Integrating Cognitive and Social-Cognitive Research Perspectives

“…Finally, an extreme form of model-observer similarity is attained in self-modeling, in which children watch (edited) videotapes of themselves performing the model behavior, which has proven highly effective (and as effective as peer modeling) in promoting academic and behavioral skills (Schunk and Hanson 1989; for a review, see Hitchcock et al 2003).…”

Otizmli çocukların eğitiminde yeni eğilimler: videoyla kendine model olma ve etkileri

“…Video self-modeling is realized in two ways: a) positive self-review, and b) video feed-forward (Dowrick, 1999;Hitchcock, Dowrick and Prater, 2003). Positive self-review refers to the uses of videos including the adaptive behaviors which are socially appropriate.…”

Perceived usefulness of mirrored video self-modeling in the development of bilateral competence in elite team-sports

“…The videos applied in VSM are either selected, showing only successful actions, or edited in order to show the person performing the desired skill. Systematic reviews and meta-analyses suggest that VSM can be successfully used in a variety of academic and behaviour skills (Bellini & Akullian, 2007;Buggey & Ogle, 2012;Hitchcock, Dowrick, & Prater, 2003). The results regarding sport movements are more mixed (Clark & Ste-Marie, 2007;Law & SteMarie, 2005;Winfrey & Weeks, 1993;Zetou, Kourtesis, Getsiou, Michalopoulou, & Kioumourtzoglou, 2008), and to the best of our knowledge, no meta-analysis or systematic review has been conducted yet in this area.…”