Using Self-Modeling and Video Self-Modeling to Increase On-Task Behavior of Students With Emotional and Behavioral Disorder: Literature Review

• In Event: The Use of Technology in Special Education

Abstract

Students with emotional and behavioral disorders (EBD) present academic and behavioral challenges for educators, which often result in poor academic outcomes for these students (Kauffman, 1997). Research indicates that video modeling (VM) and video self-modeling (VSM) are effective means of increasing on-task behaviors for these students. This review examined studies in which VM and VSM were applied to increase on-task behavior of students with EBD. Ten studies met the inclusion criteria and were evaluated in terms of the participants and settings, dependent and independent variables, and results. Results suggest that VM and VSM are effective interventions for increasing on-task behavior for students in school-based settings. Implications for the education of students with EBD are discussed.

Author

• Oluwole Adebola Ilesanmi, University of New Mexico