Video-Case Instruction for Teachers of Students with Problem Behaviors in General and Special Education Classrooms

Abstract

This study examined the effects of a video-case presentation on the behavior analytic skills of 45 preservice elementary teachers. Brief video clips of scripted classroom scenes and 20–30 minute nonscripted videotaped classroom segments were used to assess teachers' behavior analyses prior to and following video instruction. Participant responses were evaluated to determine whether (a) behavior statements included analytical components and (b) responses aligned with video content. Results of the acquisition (knowledge) measure indicated statistically significant differences between experimental and control group performance on Posttests 1–3. Knowledge measure findings were replicated with the control group on Posttests 4–6. Significant differences in group means were noted on Posttests 2 and 3 of the generalization measure for experimental and control group responses meeting predetermined scoring criteria.