Psychology in the Schools · 2011 · 15 citations · 19 references
Abstract 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. © 2011 Wiley Periodicals, Inc.
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