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ERIC Number: EJ1179845
Record Type: Journal
Publication Date: 2018
Pages: 8
Abstractor: ERIC
ISSN: ISSN-0040-0599
Teachers' Use of Video Self-Monitoring to Improve Delivery of Effective Teaching Practices
Hager, Karen D.
TEACHING Exceptional Children, v50 n5 p283-290 May-Jun 2018
Delivering high-quality instruction grounded in evidence-based practices is one of the most important responsibilities of special education teachers. However, simply implementing effective evidence-based practices is not enough to ensure positive results; the practices must be implemented with fidelity (Cook & Odom, 2013). Although there are many aspects to fidelity, in general, fidelity means that crucial features of a practice are implemented correctly and consistently. Even after reading about or seeing a demonstration of an evidence-based practice, it can be difficult for teachers to know if they are implementing the practice with fidelity. Teachers may not receive regular feedback on their teaching and may be unsure if they are implementing practices effectively. Self-monitoring is a strategy for obtaining performance feedback that is readily available to classroom teachers, and it does not require having someone else conduct an observation. An effective way to collect data for self-monitoring is through the use of video-recording (Alexander, Williams, & Nelson, 2012; Pelletier et al., 2010). There are many advantages to using video self-monitoring. Video self-monitoring eliminates the need to record data during instruction; thus, the teacher can fully attend to instructional delivery and decision making during the lesson. It allows the teacher to view the video at a convenient time, and it provides the opportunity to view the lesson multiple times. Viewing the video more than once enables the teacher to review a section to ensure accurate data recording and to take data on multiple behaviors, if desired. In addition, technology has advanced to the point that video-recording in the classroom is readily accessible. This article is an overview of the steps involved in using video for teacher self-monitoring: (1) obtain required consents; (2) identify the video-recording procedures and equipment; (3) select the instructional group and time of focus; (4) collect sample video and select target behaviors; (5) develop a data collection sheet; (6) code and graph baseline data; (7) identify target criterion; (8) video-record and collect data; (9) monitor progress; and (10) record maintenance data.
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A