Video Self-Modeling for Individuals with Disabilities: A Best-Evidence, Single Case Meta-Analysis

Journal of Developmental and Physical Disabilities

Volumn 28, Issue 4, 2016, Pages 623-642

  Mason, Rose A ^a   Davis, Heather S ^b   Ayres, Kevin M ^c   Davis, John L ^d   Mason, Benjamin A ^a  

^a UNIVERSITY OF KANSAS   (United States)

^b UNIVERSITY OF UTAH SCHOOL OF MEDICINE   (United States)

^c UNIVERSITY OF GEORGIA   (United States)

^d UNIVERSITY OF UTAH   (United States)

Author keywords

Autism; Developmental disabilities; Emotional behavioral disorders; Evidence based practices; Learning disability; Video self modeling

Indexed keywords

EID: 84964009913     PISSN: 1056263X     EISSN: None     Source Type: Journal    
DOI: 10.1007/s10882-016-9484-2     Document Type: Review

References (57)

1. *Buggey, T. (2005). Video self-modeling applications with children with autism spectrum disorder in a small private school. Focus on Autism and Other Developmental Disabilities, 20(1), 52–63.
2. *Buggey, T., Hoomes, G., Sherberger, M. E., & Williams, S. (2011). Facilitating social initiations of preschoolers with autism spectrum disorders using video self-modeling. Focus on Autism and Other Developmental Disabilities, 26(1), 25–36.
3. Carter, M. (2013). Reconsidering overlap based measures for quantitative synthesis of single-subject data: What they tell us and what they don’t. Behavior Modification, 37(3), 378–390.
4. *Cihak, D. F., & Shrader, L. (2008). Does the model matter? Comparing video self-modeling and video adult modeling for task acquisition and maintenance by adolescents with autism spectrum disorders. Journal of Special Education Technology, 23(3), 9–20.
5. *Clare, S. K., Jenson, W. R., Kehle, T. J., & Bray, M. A. (2000). Self-modeling as a treatment for increasing on-task behavior. Psychology in the Schools, 37(6), 517–522.
6. *Coyle, C., & Cole, P. (2004). A videotaped self-modelling and self-monitoring treatment program to decrease off-task behaviour in children with autism. Journal of Intellectual and Developmental Disability, 29(1), 3–16.
7. *Hepting, N. H., & Goldstein, H. (1996). Requesting by preschoolers with developmental disabilities: videotaped self-modeling and learning of new linguistic structures. Topics in Early Childhood Special Education, 16(3), 407–427.
8. *Hitchcock, C. H., Dowrick, P. W., & Prater, M. A. (2004). Video self-modeling intervention in school-based settings: a review. Remedial and Special Education, 24(1), 36–46.
9. *Marcus, A., & Wilder, D. A. (2009). A comparison of peer video modeling and self-video modeling to teach textual responses in children with autism. Journal of Applied Behavior Analysis, 42(2), 335–341. doi:10.1901/jaba.2009.42-335
10. *Sherer, M., Pierce, K. L., Paredes, S., Kisacky, K. L., Ingersoll, B., & Schreibman, L. (2001). Enhancing conversation skills in children with autism via video technology: Which is better, “self” or “other” as a model? Behavior Modification, 25(1), 140–158.
11. *Van Laarhoven, T., Zurita, L. M., Johnson, J. W., Grider, K. M., & Grider, K. L. (2009). Comparison of self, other, and subjective video models for teaching daily living skills to individuals with developmental disabilities. Education and Training in Developmental Disabilities, 44(4), 509–522.
12. *Wert, B. Y., & Neisworth, J. T. (2003). Effects of video self-modeling on spontaneous requesting in children with autism. Journal of Positive Behavior Interventions, 5, 30–34.
13. Altman, D. G. (1999). Practical statistics for medical research. Bristol: Chapman & Hall.
14. Axelrod, M. I., Bellini, S., & Markoff, K. (2014). Video self-modeling: A promising strategy for noncompliant children. Behavior Modification, 38(4), 1–20.
15. Baker, S. D., Lang, R., & O’Reilly, M. (2009). Review of video modeling with students with emotional and behavioral disorders. Education and Treatment of Children, 32(3), 403–420.
16. Bandura, A. (1969). Social learning of moral judgments. Journal of Personality and Social Psychology, 11, 275–279.
17. Bellini, S., & Akullian, J. (2007). A meta-analysis of video modeling and video self-modeling interventions for children and adolescents with autism spectrum disorders. Exceptional Children, 73(3), 264–287.
18. Bellini, S., & McConnell, L. L. (2010). Strength-based educational programming for students with autism spectrum disorder: A case for video self-modeling. Preventing School Failure, 54(4), 220–227.
19. Boudreau, J., & Harvey, M. T. (2013). Increasing recreational initiations for children who have ASD using video self-modeling. Education and Treatment of Children, 36(1), 49–60.
20. Bradley, R. D. (1993). The use of goal-setting and positive self-modeling to enhance self-efficacy and performance for the basketball free-throw shot. Unpublished doctoral dissertation, University of Maryland, College Park.
21. Burns, M. K. (2012). Meta-analysis of single-case design research: Introduction to the special issue. Journal of Behavioral Education, 21, 175–184.
22. Critchfield, B. J., Newland, M. C., & Kollins, S. H. (2000). The good, the bad, and the aggregate. Behavior Analyst, 23, 107–115.
23. Dowrick, P. W. (1999). A review of self-modeling and related interventions. Applied and Preventive Psychology, 8, 23–39.
24. Goodwin, M. S. (2008). Enhancing and accelerating the pace of autism research and treatment:The promise of developing innovative technologies. Focus on Autism and Other Developmental Disabilities, 23, 125–128.
25. Hedges, L. V., & Pigott, T. D. (2004). The power of statistical tests for moderators in meta-analysis. Psychological Methods, 9(4), 426–445.
26. Hintze, J. (2002). NCSS and pass: number cruncher statistical systems. Kaysville, UT.
27. Horner, R. H., Carr, E. G., Halle, J., McGee, G., Odom, S., & Wolery, M. (2005). The use of single-subject research to identify evidence-based practice in special education. Exceptional Children, 71(2), 165–179.
28. Jitendra, A. K., Burgess, C., & Gajria, M. (2011). Cognitive strategy instruction for improving expository text comprehension of students with learning disabilities: The quality of the evidence. Exceptional Children, 77(2), 135–159.
29. Kimball, J. W., & Smith, K. (2007). Crossing the bridge: From best practices to software packages. Focus on Autism and Other Developmental Disabilities, 22(2), 131–134.
30. Kratochwill, T. R., & Levin, J. R. (2014). Meta- and statistical analysis of single-case intervention research data: Quantitative gifts and a wish list. Journal of School Psychology, 52, 231–235.
31. Kratochwill, T. R., Hitchcock, J., Horner, R. H., Levin, J. R., Odom, S. L., Rindskopf, D. M., & Shadish, W. R. (2010). Single-case designs technical documentation. What Works Clearinghouse.
32. Kratochwill, T. R., Hitchcock, J. H., Horner, R. H., Levin, J. R., Odom, S. L., Rindskopf, D. M., & Shadish, W. R. (2013). Single-case research design standards. Remedial and Special Education, 34(1), 26–38.
33. Lonnecker, C., Brady, M. P., McPherson, R., & Hawkins, J. (1994). Video self-modeling and cooperative classrooom behavior in children with learning and behavior problems: training and generalization effects. Behavioral Disorders, 20(1), 24–34.
34. Maggin, D., Chafouleas, S., Goddard, K., & Johnson, A. (2011). A systematic evaluation of token economies as a classroom management tool for students with challenging behavior. Journal of School Psychology, 49, 529–554.
35. Mason, R. A., Ganz, J. B., Parker, R. I., Burke, M. D., & Camargo, S. P. (2012). Moderating factors of video-modeling with other as model: A meta-analysis of single-case studies. Research in Developmental Disabilities, 33(4), 1076–1086.
36. Mason, R. A., Davis, H. S., Boles, M. B., & Goodwyn, F. D. (2013a). Efficacy of point-of-view video modeling: A meta-analysis. Remedial and Special Education, 34(6), 333–345. doi:10.1177/0741932513486298.
37. Mason, R. A., Ganz, J. B., Parker, R. I., Boles, M. B., Davis, H. S., & Rispoli, M. J. (2013b). Video-based modeling: Differential effects due to treatment protocol. Research in Autism Spectrum Disorders, 7(1), 120–131.
38. McCoy, K., & Hermansen, E. (2007). Video modeling for individuals with autism: A review of model types and effects. Education and Treatment of Children, 30(4), 183–213.
39. Mechling, L. C., & Hunnicutt, J. R. (2011). Computer-based video self-modeling to teach receptive understanding of prepositions by students with intellectual disabilities. Education and Training in Autism and Developmental Disabilities, 46(3), 369–385.
40. National Autism Center. (2009). National Standards Project. Randolf: Author.
41. Palmen, A., Didden, R., & Lang, R. (2012). A systematic review of behavioral intervention research on adaptive skill building in high-functioning young adults with autism spectrum disorder. Research in Autism Spectrum Disorders, 6(2), 602–617. doi:10.1016/j.rasd.2011.10.001.
42. Parker, R. I., Vannest, K. J., & Brown, L. (2009). The improvement rate difference for single-case research. Exceptional Children, 75, 135–150.
43. Parker, R. I., Vannest, K. J., & Davis, J. L. (2011). Effect size in single-case research: A review of nine nonoverlap techniques. Behavior Modification, 35(4), 303–322.
44. Parker, R. I., Vannest, K. J., & Davis, J. L. (2014). Non-overlap analysis for sing-case research. In T. R. Kratochwill & J. R. Levin (Eds.), Single-case research: Methodological and statistical advances. Washington: American Psychological Association.
45. Payton, M. E., Miller, & Raun, W. R. (2000). Testing statistical hypotheses using standard error bars and confidence intervals. Communications in Soil Science and Plant Analysis, 31(5), 547–551.
46. Payton, M. E., Greenstone, M. H., & Schenker, N. (2003). Overlapping confidence intervals or standard error intervals: What do they mean in terms of statistical significance? Journal of Insect Science, 3(1), 34.
47. Petrosino, A., Boruch, R. F., Rounding, C., McDonald, S., & Chalmers, I. (2000). The Campbell Collaboration Social, Psychological, Educational and Criminological Trials Register (C2-SPECTR) to facilitate the preparation and maintenance of systematic reviews of social and educational interventions. Evaluation and Research in Education, 14, 206–219.
48. Pigott, H. E., & Gonzales, F. P. (1987). Efficacy of videotape self-modeling in treating an electively mute child. Journal of Clinical Child Psychology, 16(2), 106–110.
49. *Possell, L. E., Kehle, T. J., Mcloughlin, C. S., & Bray, M. A. (1999). Self-modeling as an intervention to reduce disruptive classroom behavior. Cognitive and Behavioral Practice, 6(2), 99–105.
50. Rayner, C., Denholm, C., & Sigafoos, J. (2009). Video-based intervention for individuals with autism: Key questions that remain unanswered. Research in Autism Spectrum Disorders, 3(2), 291–303.
51. Rao, P. A., Beidel, D. C., & Murray, M. J. (2008). Social skills interventions for children with Asperger’s Syndrome or high-functioning autism: A review and recommendations. Journal of Autism and Developmental Disorders, 38, 353–361. doi:10.1007/s10803-007-0402-4.
52. Sackett, D. L., Richardson, W. S., Rosenberg, W., & Haynes, R. B. (Eds.). (1997). Evidence-based medicine: How to practice and teach EBM. London: Churchill Livingstone.
53. Schunk, D. H., & Hanson, A. R. (1989). Self-modeling and children’s cognitive skill learning. Journal of Educational Psychology, 81, 155–163.
54. Shukla-Mehta, S., Miller, T., & Callahan, K. J. (2010). Evaluating the effectiveness of video instruction on social and communication skills training for children with autism spectrum disorders: A review of the literature. Focus on Autism and Other Developmental Disabilities, 25, 23–36. doi:10.1177/1088357609352901.
55. Solomon, B. G., Klein, S. A., & Politylo, B. C. (2012). The effect of performance feedback on teachers’ treatment integrity: A meta-analysis of the single-case literature. School Psychology Review, 41(2), 160–175.
56. Vannest, K. J., Davis, J. L., Davis, C. R., Mason, B. A., & Burke, M. D. (2010a). Effective intervention for behavior with a daily behavior report card: A meta-analysis. School Psychology Review, 39(4), 654–672.
57. Vannest, K. J., Harrison, J., Parker, R. I., Harvey, K. T., & Ramsey, L. (2010b). Improvement rate differences of academic interventions for students with emotional behavioral disorders. Remedial and Special Education, 32(6), 521–534. doi:10.1177/0741932510362509.