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Educ. Sci. 2018, 8(4), 170; https://doi.org/10.3390/educsci8040170

A Systematic Review of Evidence-Based Video Modeling for Students with Emotional and Behavioral Disorders

1
Department of Education, Korea University, Seongbuk-gu, Seoul 02841, Korea
2
Solers Research Group, Sanford, FL 32771, USA
3
Department of Psychology, Washburn University, Topeka, KS 66621, USA
4
Pediatrics, University of Kansas Medical Center, Kansas City, KS 66103, USA
5
Integrated Behavioral Technologies, Inc., Basehor, KS 66007, USA
*
Author to whom correspondence should be addressed.
Received: 23 August 2018 / Revised: 10 October 2018 / Accepted: 10 October 2018 / Published: 16 October 2018
(This article belongs to the Special Issue Technology Enhancing the Skills of Students with Disabilities)
Full-Text   |   PDF [234 KB, uploaded 16 October 2018]

Abstract

This systematic review examined eight studies showing that video modeling (VM) can have a positive and significant effect for students with emotional and behavioral disorders (EBD). Building upon meta-analyses that sought evidence of video-based interventions decreasing problem behaviors of students with EBD in K-12 education, the review examined the standards of the Council for Exceptional Children (CEC) for evidence-based practice as well as additional quality indicators, neglected quality indicators, strategies combined with VM, the impact of the independent variables on the dependent variables, and common recommendations offered for future research. Findings revealed that the eight studies met the CEC standards for evidence-based practices as well as other quality indicators. For instance, all studies reported content and setting, participants, intervention agents, description of practice, as well as interobserver agreement and experimental control. According to the findings, fidelity index and effect size were the two most neglected quality indicators. Furthermore, instructions, reinforcement system, and feedback or discussion were the most common strategies used. Finally, generalizability—across settings, populations, treatment agents, target behaviors in the real world, and subject matter—was the most common recommendation for future research. While further investigation is warranted, these findings suggest that VM is an effective evidence-based practice for students with EBD when the CEC standards are met. View Full-Text
Keywords: behavioral intervention; effectiveness of intervention; empirically based intervention; emotional and behavioral disorders (EBD); evidence-based practices; single-subject research design; systematic review; video modeling; video other modeling (VOM); video self-modeling (VSM) behavioral intervention; effectiveness of intervention; empirically based intervention; emotional and behavioral disorders (EBD); evidence-based practices; single-subject research design; systematic review; video modeling; video other modeling (VOM); video self-modeling (VSM)
This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited (CC BY 4.0).
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Seok, S.; DaCosta, B.; McHenry-Powell, M.; Heitzman-Powell, L.S.; Ostmeyer, K. A Systematic Review of Evidence-Based Video Modeling for Students with Emotional and Behavioral Disorders. Educ. Sci. 2018, 8, 170.

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