Videotape Feedback as a Behavior Management Technique

Abstract

The effectiveness of videotape feedback, as a procedure for increasing on-task behavior in a 9-year-old emotionally disturbed male, was investigated in the present study. The experimental design employed was an ABAB single subject design. Through baseline (A) and intervention (B) phase, 30 minutes of classroom behavior during a structured activity were videotaped at the same time each day. On-task and off-task behaviors from each videotaped session time were rated by trained observers for each experimental phase. The subject did not receive any feedback on his behavior during baseline (A) phases. During intervention (B) phases teacher and subject concurrently viewed a 10-minute sample of the videotape immediately following each daily videotaped session. While observing the videotape the subject recorded his own behavior. Data revealed low rates of on-task behavior during the initial baseline (A) phases. Only after introduction of the videotape feedback intervention (B) phase did the frequency of on-task behavior increase. A decrease in on-task behavior occurred with reinstatement of baseline (A) conditions. Treatment gains were partially recovered during reinstatement of videotape feedback intervention (B). Results of the present study are discussed in terms of the utility of videotape feedback as a classroom behavior management technique. Implications for self-control and further research directions are also proposed.

Twins with autism: utilising video feedback to improve job‐related behaviours

“…Both Jack and John demonstrated a statistically significant improvement in active engagement once videotaping was introduced and this remained one year later at maintenance. This finding is consistent with a previous study that found an increase in ‘on task’ behaviour after using VFB (Booth & Fairbank, ).…”

Effects of a Videotape Feedback Package on the Peer Interactions of Children With Serious Behavioral and Emotional Challenges

“…Several particular advantages of providing feedback via videotape have been described in the literature. Booth and Fairbank (1984) suggested that videotapes may provide individuals with more accurate feedback about their behavior. Videotapes also provide a permanent record of behavior; this tends to limit arguments about what transpired, and self-assessment can occur out of the context of any conflicts that may have occurred during taping (Walther & Beare, 1991).…”

Improving the Peer Interactions of Students With Emotional and Behavioral Disorders Through Self‐evaluation Procedures: A Component Analysis and Group Application

“…. One intervention that has resulted in improvements in children's social skills combines self-evaluation procedures with the use ofvideotape (e.g., Booth & Fairbank, 1984;DeRoo & Haralson, 1971). In a study by Kern-Dunlap et al (1992), children's peer interactions were improved using a videotape feedback package.…”