Advanced Search

Journal Navigation

Journal Home

Subscriptions

Archive

Contact Us

Table of Contents

Click here to sign up for SAGE Journal Email Alerts today!

Sign In to gain access to subscriptions and/or personal tools.
Remedial and Special Education
This Article
Right arrow Full Text (PDF)
Right arrow References
Right arrow Alert me when this article is cited
Right arrow Alert me if a correction is posted
Right arrow Citation Map
Services
Right arrow Email this article to a friend
Right arrow Similar articles in this journal
Right arrow Alert me to new issues of the journal
Right arrow Add to Saved Citations
Right arrow Download to citation manager
Right arrowRequest Permissions
Right arrow Request Reprints
Right arrow Add to My Marked Citations
Citing Articles
Right arrow Citing Articles via HighWire
Right arrow Citing Articles via Google Scholar
Right arrow Citing Articles via Scopus
Google Scholar
Right arrow Articles by Hitchcock, C. H.
Right arrow Articles by Prater, M. A.
Right arrow Search for Related Content
Social Bookmarking
Add to CiteULike   Add to Complore   Add to Connotea   Add to Del.icio.us   Add to Digg   Add to Reddit   Add to Technorati   Add to Twitter  
What's this?

Video Self-Modeling Intervention in School-Based Settings

A Review

Caryl H. Hitchcock

Molokai Complex Learning Support Center, Hawaii Department of Education, caryl_hitchcock{at}notes.k12.hi.us

Peter W. Dowrick

University of Hawaii-Manoa, Center for Disability Studies

Mary Anne Prater

Brigham Young University

Research indicates that video self-modeling is an effective means for improving academic skills and behaviors. Nearly 200 video self-modeling studies or applications have been reported over the past three decades. The purpose of this review was to examine studies in which video self-modeling was applied in school-based settings. Eighteen studies met strict criteria for inclusion in this review. Descriptive summaries and analyses of outcomes are provided for each study, as well as suggestions and resources for educators to implement video self-modeling interventions. These school-based studies verify the functional control of targeted academic skills and behavior(s) and support the efficacy of video self-modeling to improve student outcomes. Evidence for generalization across settings and maintenance over time is also presented.

Remedial and Special Education, Vol. 24, No. 1, 36-45 (2003)
DOI: 10.1177/074193250302400104
Add to CiteULike CiteULike   Add to Complore Complore   Add to Connotea Connotea   Add to Del.icio.us Del.icio.us   Add to Digg Digg   Add to Reddit Reddit   Add to Technorati Technorati   Add to Twitter Twitter    What's this?


This article has been cited by other articles:


Home page
 Remedial and Special EducationHome page
S. C. Suarez and K. J. Daniels
Listening for Competence Through Documentation: Assessing Children With Language Delays Using Digital Video
Remedial and Special Education, May 1, 2009; 30(3): 177 - 190.
[Abstract] [PDF]

Home page
 Intervention in School and ClinicHome page
J. E. Hart and K. J. Whalon
Promote Academic Engagement and Communication of Students With Autism Spectrum Disorder in Inclusive Settings
Intervention in School and Clinic, November 1, 2008; 44(2): 116 - 120.
[PDF]

Home page
 School Psychology InternationalHome page
F. Macleod, P. Macmillan, and B. Norwich
Giving Psychology Away: Helping Pupils at Risk of Reading Failure By Means of a Self-Voice Feedback Programme
School Psychology International, December 1, 2007; 28(5): 555 - 573.
[Abstract] [PDF]

Home page
 Remedial and Special EducationHome page
M. E. Delano
Video Modeling Interventions for Individuals with Autism
Remedial and Special Education, February 1, 2007; 28(1): 33 - 42.
[Abstract] [PDF]

Home page
 Journal of Special EducationHome page
L. C. Mechling and B. Cronin
Computer-Based Video Instruction to Teach the Use of Augmentative and Alternative Communication Devices for Ordering at Fast-Food Restaurants
Journal of Special Education, February 1, 2006; 39(4): 234 - 245.
[Abstract] [PDF]