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ERIC Number: EJ989739
Record Type: Journal
Publication Date: 2012-Jan
Pages: 11
Abstractor: As Provided
Reference Count: 31
ISBN: N/A
ISSN: ISSN-0033-3085
Exploring the Utility of Self-Modeling in Decreasing Disruptive Behavior in Students with Intellectual Disability
Bilias-Lolis, Evelyn; Chafouleas, Sandra M.; Kehle, Thomas J.; Bray, Melissa A.
Psychology in the Schools, v49 n1 p82-92 Jan 2012
Students with intellectual disabilities can exhibit a wide array of challenging behaviors in the classroom that pose disruptions to the learning milieu and management problems for those involved in their education. Self-modeling, a behavioral intervention that involves viewing edited videotapes of oneself depicting exemplary behavior, has had documented success in evoking positive behavior change. This investigation utilized a multiple baseline design to examine the effect of self-modeling in reducing disruptive classroom behavior among 3 high school students with intellectual deficits. Participants were shown five 2-minute treatment tapes over 10 school days. The results of this experiment were analyzed through visual inspection of the data and calculation of effect sizes. Self-modeling was found to have large decreases in the target behavior for all 3 participants, with treatment effects becoming more pronounced at follow-up. Implications and future research directions are discussed. (Contains 1 figure.)
Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Connecticut