Reamer, R. B. (1995). The effects of video self-modeling and self-assessment training on the delivery of instructional strategies provided by paraeducators working with children with developmental delays. Dissertation Abstracts International, 56(08A), 3061. (University Microfilms No. AAI95-42615)
Institution: University of Houston
THE FOLLOWING ABSTRACT IS POSTED WITH THE
WRITTEN PERMISSION OF THE AUTHOR.
Video modeling and video self modeling are techniques which have been studied for many years. Video modeling is the process by which a person views models on videotapes in an effort to change existing behaviors or learn new behaviors. In video self modeling, a person learns from observing instances of his/her own behavior from prerecorded videotapes. Over the past two decades the research has demonstrated that video modeling and video self modeling can be an effective means of changing behavior. Further research has demonstrated the effectiveness of video modeling as a means to teach children safty rules and cooperative behaviors. It has been used to teach conversational speech skills to children with autism, teach social interactions skill to preschool children, teach self monitoring techniques to overweight adults, and teach parents how to interact with their children with developmental disabilities. In addition, video self modeling has been effective in changing the behavior of boys labeled as behaviorally disordered, teaching self help skills to teenagers with autism, teaching parents to facilitate social interactions between siblings, and teaching parents to assist children with disabilities in carrying out self help skills independently.
This study examined the effectiveness of a video self modeling, self assessment intervention with a group of adults, employed as paraeducators, who work in the area of education and demonstrated a need for ongoing, on-site training. This group was chosen by the investigator after a review of the literature on paraeducator training revealed that current training is brief and may not be adequate in preparing paraeducators for the duties they are asked to carry out. Thus, given the brevity of paraeducator training in preparation for instructing students, especially on-site training, the application of video modeling may be quite positive for this group.
The video based intervention package utilizing self modeling, self assessment, video feedback, and behavioral rehearsal was effective in several ways. First, the intervention package served to increase paraeducator prompts during instruction time with students. Second, this package promoted generalization of prompts across non-training settings for two of the paraeducators. In addition, this intervention helped paraeducators to learn to give students choices, positive feedback, and wait for responses from students before giving additional commands or completing tasks for the student. Generalization was also found to occur across tasks for these skill. Further, results of the video based intervention were successful in reducing inappropriate teaching behavior of the paraeducators including completing tasks for students, using negatives with students, and giving commands before getting these students' attention. These results also were generalized to non-training settings. All paraeducators participating in this study maintained these effects in both the training and generalization settings after the video intervention was removed.
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