Exploring the utility of self-modeling in managing challenging classroom behaviors of students with intellectual deficits

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 robust behavioral intervention that involves viewing edited videotapes of oneself depicting exemplary behavior has had documented success in evoking behavior change in educational settings. This investigation utilized a multiple baseline design to examine the effect of self-modeling in reducing disruptive classroom behavior across three high school students with intellectual deficits. Participants were shown 5, 2-minute treatment tapes across ten 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 time of follow-up.

Perspectives on Early Childhood Psychology and Education

Evelyn Bilias Lolis is a contributing author (with Brandy L. Clarke, Kristin M. Rispoli, Nicholas W. Gelbar, and Melissa A. Bray), Equity-based practices in early childhood education: The role of the school psychologist, 129. This issue has a special focus on “Growing Up Poor: The negative sequelae on child development and beyond.” Addressing the dynamic and developmental processes through which poverty operates, this issue explores the subject of poverty as it relates to impaired mental, emotional, and behavioral development, childcare quality, pediatric screenings, as well as poor nutrition and health.https://digitalcommons.fairfield.edu/education-books/1049/thumbnail.jp