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Exploring the utility of self‐modeling in decreasing disruptive behavior in students with intellectual disability
Author(s) -
Biliaslolis Evelyn,
Chafouleas Sandra M.,
Kehle Thomas J.,
Bray Melissa A.
Publication year - 2012
Publication title -
psychology in the schools
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.738
H-Index - 75
eISSN - 1520-6807
pISSN - 0033-3085
DOI - 10.1002/pits.20616
Subject(s) - psychology , intellectual disability , intervention (counseling) , behavior change , multiple baseline design , developmental psychology , structural equation modeling , clinical psychology , applied psychology , social psychology , psychiatry , statistics , mathematics
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.