Researchers have demonstrated the positive outcomes of using video self-modeling (VSM) with students with emotional behavior disorders (EBDs). VSM typically refers to teacher-created videos demonstrating desired skills or behaviors where the student is the video model performing the skill at a level higher than his or her typical display. The purpose of this article is to demonstrate the ease and effectiveness of a student-created VSM to generate social skills use in rural general education classrooms. Included are the steps three students with EBD used to produce VSM using an e-book application as an assistive technology to promote their performance of social skills in the general education environment. Suggestions are provided for school personnel who want to implement this assistive technology strategy in the general education setting.
AlisauskasA.SimkieneG. (2013). Teachers’ experiences in educating pupils having behavioural and/or emotional problems. Special Education, 1(28), 62–72.
2.
AllenK. D.WallaceD. P.RenesD.BowenS. L.BurkeR. V. (2010). Use of video modeling to teach vocational skills to adolescents and young adults with autism spectrum disorders. Education and Treatment of Children, 33, 339–349. doi:10.1353/etc.0.0101
3.
AndersonA.MooreD. W.GodfreyR.Fletcher-FlinnC. (2004). Social skills assessment of children with autism in free-play situations. Autism: The International Journal of Research and Practice, 8, 369–385.
4.
BakerS. D.LangR.O’ReillyM. (2009). Review of video modeling with students with emotional and behavioral disorders. Education and Treatment of Children, 32, 403–420.
5.
BanduraA. (1977). Social learning theory. Oxford, UK: Prentice Hall.
6.
BanduraA. (1997). Self-efficacy and health behaviour. In BaumA.NewmanS.WienmanJ.WestR.McManusC. (Eds.), Cambridge handbook of psychology, health and medicine (pp. 160–162). Cambridge, UK: Cambridge University Press.
7.
BelliniS.AkullianJ. (2007). A meta-analysis of video modeling and video self-monitoring interventions for children and adolescents with autism spectrum disorders. Exceptional Children, 73, 264–287. doi:10.1177/001440290707300301
8.
BerryA. B.PetrinR. A.GravelleM. L.FarmerT. W. (2011). Issues in special education teacher recruitment, retention, and professional development: Considerations in supporting rural teachers. Rural Special Education Quarterly, 30(4), 3–11.
9.
BloodE.JohnsonJ. W.RidenourL.SimmonsK.CrouchS. (2011). Using an iPod touch to teach social and self-management skills to an elementary student with emotional/behavioral disorders. Education and Treatment of Children, 34, 299–322.
10.
BuggeyT. (2007). “A picture is worth”: Video self-modeling applications at school and home. Journal of Positive Behavior Interventions, 9, 151–158.
11.
BuggeyT. (2009). Seeing is believing: Self-modeling applications with children with autism and other developmental disabilities. Baltimore, MD: Woodbine House.
12.
BurtonC. E.AndersonD. H.PraterM. A.DychesR. R. (2013). Video self-modeling on an iPad to teach functional math skills to adolescents with autism and intellectual disability. Focus on Autism and Other Developmental Disabilities, 28, 67–77.
13.
CamargoS. P. H.RispoliM.GanzJ.HongE.DavisH.MasonR. (2014). A review of the quality of behaviorally-based intervention research to improve social interaction skills of children with ASD in inclusive settings. Journal of Autism and Developmental Disorders, 44, 2096–2116. doi:10.1007/s10803-014-2060-7
14.
CarlsonR. V.MatthesW. A. (1987, April). Good rural schools: An organizational-cultural perspective. Paper presented at the Meeting of American educational Research Association, Washington, DC.
15.
CarnahanC. R.BashamJ. D.ChristmanJ.HollingsheadA. (2012). Overcoming challenges: Going mobile with your video models. Teaching Exceptional Children, 45, 50–59.
16.
ChippC.JohnsonM.BremsC.WarnerT.RobertsL. (2008). Adaptations to health care barriers as reported by rural and urban providers. Journal of Health Care for the Poor and Underserved, 19, 532–549. doi:10.1353/hpu.0.0002
17.
CiampaK. (2014). Learning in the mobile age: An investigation of student motivation. Journal of Computer Assisted Learning, 30, 82–96. doi:10.1111/jcal.12036
18.
CihakD.FahrenkrogC.AyresK. M.SmithC. (2010). The use of video modeling via a video iPod and a system of least prompts to improve transitional behaviors for students with autism spectrum disorders in the general education classroom. Journal of Positive Behavior Interventions, 12, 103–115. doi:10.1177/1098300709332346
19.
ClareS. K.JensonW. R.KehleR. J.BrayM. A. (2000). Self-modeling as a treatment for increasing on-task behavior. Psychology in the Schools, 37, 517–522.
20.
CookR. C.GreshamF. M.KernL.BarrerasR. B.ThorntonS.CrewsS. D. (2008). Social skills training for secondary students with emotional and/or behavioral disorders: A review and analysis of the meta-analytic literature. Journal of Emotional and Behavioral Disorders, 16, 131–144.
21.
CummingT. M. (2010). Using technology to create motivating social skills lessons. Intervention in School and Clinic, 45, 242–250. doi:10.1177/1053451209353445
22.
DowrickP. W. (1999). A review of self-modeling and related interventions. Applied & Preventive Psychology, 8, 23–39.
23.
DunneF. (1983). Good government vs. self-government: Educational control in rural America. Phi Delta Kappan, 65, 252–256.
24.
FarringtonC. A.RoderickM.AllensworthE.NagoakaJ.KeyesR. S.JohnsonD. W.BeechumN. O. (2012). Teaching adolescents to become learners: The role of noncognitive factors in shaping school performance—A critical literature review. Chicago, IL: University of Chicago Consortium on Chicago School Research.
25.
FitzerK. M.FreidhoffJ. R.FritzenA.HeintzA.KoehlerJ.MisrhaP.. . . ZhouW. (2007). Guest editorial: More questions than answers: Responding to the reading and mathematics software effectiveness study. Contemporary Issues in Technology and Teacher Education, 7. Retrieved from http://www.citejournal.org/vol7/iss2/editorial/article1.cfm
26.
GageN. A.LierheimerK. S.GoranL. G. (2012). Characteristics of students with high-incidence disabilities broadly defined. Journal of Disability Policy Studies, 23, 168–178. doi:10.1177/1044207311425385
27.
GreshamF. M. (2002). Teaching social skills to high-risk children and youth: Preventive and remedial strategies. In ShinnM. R.WalkerH. M.StonerG. (Eds.), Interventions for academic and behavior problems II: Preventive and remedial approaches (pp. 403–432). Washington, DC: National Association of School Psychologists.
28.
GreshamF. M. (2015). Evidence-based social skills interventions for students at risk for EBD. Remedial and Special Education, 36, 100–104. doi:10.1177/0741932514556183
29.
GreshamF. M.CookC.CrewsS. D.KernL. (2004). Social skills for children and youth with emotional and behavioral disorders: Validity considerations and future directions. Behavioral Disorders, 30, 19–33.
30.
GreshamF. M.ElliottS. N. (2008). Social Skills Improvement System–Rating Scales. Minneapolis, MN: Pearson Assessments.
31.
GreshamF. M.LopezM. F. (1996). Social validation: A unifying concept for school-based consultation research and practice. School Psychology Quarterly, 11, 204–227.
32.
GreshamF. M.MacMillanD. L.Beebe-FrankenbergerM. E.BocianK. M. (2000). Treatment integrity in learning disabilities intervention research: Do we really know how treatments are implemented?Learning Disabilities Research & Practice, 15, 198–205.
33.
GutierrezA.HaleM. N.Gossens-ArchuletaK.Sobrino-SanchezV. (2007). Evaluating the social behavior of preschool children with autism in an inclusive playground setting. International Journal of Special Education, 22(3), 26–30.
34.
HitchcockC.DowrickP. W.PraterM. A. (2003). Video self-modeling interventions in school-based settings: A review. Remedial and Special Education, 24, 36–46.
35.
HowleyA.WoodL.HoughB. (2011). Rural elementary school teachers’ technology integration. Journal of Research in Rural Education, 26(9), 1–13.
Individuals With Disabilities Education Act Regulations, 34 C.F.R. § 300.5 et seq. (2004).
38.
JohnsB. H.CrowleyE. P.GuetzloeE. (2005). The central role of teaching social skills. Focus on Exceptional Children, 37, 1–8.
39.
KernL.ClemensN. H. (2007). Antecedent strategies to promote appropriate classroom behavior. Psychology in the Schools, 44, 65–75. doi:10.1002/pits.20206
40.
LaneK. L.Barton-ArwoodS. M.NelsonJ. R.WehbyJ. (2008). Academic performance of students with emotional and behavioral disorders served in a self-contained setting. Journal of Behavioral Education, 17, 43–62. doi:10.1007/s10864-007-9050-1
41.
LaneK. L.KalbergJ. R.BruhnA. L.DriscollS. A.WehbyJ. H.ElliottS. N. (2009). Assessing social validity of school-wide positive behavior support plans: Evidence for the reliability and structure of the Primary Intervention Rating Scale. School Psychology Review, 38, 135–144.
42.
LinM.FulfordC. P.HoC. P.IyodaR.AckermanL. K. (2012, April 19). Possibilities and challenges in mobile learning for K-12 teachers: A pilot retrospective survey study. Proceedings from IEEE Seventh International Conference on Wireless, Mobile, and Ubiquitous Technology in Education. doi:10.1109/WMUTE.2012.31
43.
LuseM. M. (2017). Ethical vocational rehabilitation practice and dual relationships in rural settings. In HarleyD. A.YsasiN. A.BishopM. L.FlemingA. R. (Eds.), Disability and vocational rehabilitation in rural settings: Challenges to service delivery (pp. 95–116). New York, NY: Springer.
44.
MaagJ. (2005). Social skills training for youth with emotional and behavioral disorders and learning disabilities: Problems, conclusions, and suggestions. Exceptionality, 13, 155–172. doi:10.1207/s1532703ex1303_2
45.
McGinnisE. (2016). Skillstreaming the adolescent: A guide for teaching prosocial skills. Champaign, IL: Research Press.
46.
McLeskeyJ.LandersE.WilliamsonP.HoppeyD. (2012). Are we moving toward educating students with disabilities in less restrictive environments. The Journal of Special Education, 45, 131–140. doi:10.1177/0022466910376670
47.
MitchellS. M.StormontM.GageN. A. (2011). Tier two implemented within the context of a tiered prevention framework. Behavioral Disorders, 36, 241–261. doi:10.1177/019874291103600404
48.
MorganJ. J.HigginsK.MillerS.PierceT. B.BooneR.TandyR. (2016). Teaching online social skills to students with emotional and behavioral disorders. Journal of Special Education Technology, 31, 109–120. doi:10.1177/0162643416651725
49.
MuscottH. S.GiffordT. (1994). Virtual reality and social skills training for students with behavioral disorders: Applications, challenges, and promising practices. Education and Treatment of Children, 17, 417–434.
50.
NelsonW.PomerantzA.HowardK. (2007). A proposed rural healthcare ethics agenda. Journal of Medical Ethics, 33, 136–139. doi:10.1136/jme.2006.015966
51.
NikopoulosC. K.CanavanC.Nikopoulou-SmymiP. (2009). Generalized effects of video modeling on establishing instructional stimulus control in children with autism: Results of a preliminary study. Journal of Positive Behavior Interventions, 11, 198–207. doi:10.1177/1098300708325263
52.
O’ReillyM. F.O’HalloranM.SigafoosJ.LancioniG. E.GreenV.EdrisinhaC.. . . OliveM. (2005). Evaluation of video feedback and self-management to decrease schoolyard aggression and increase pro-social behavior in two students with behavioral disorders. Educational Psychology, 25, 199–206.
53.
ReddingS.WalbergH. J. (2012). Promoting learning in rural schools. Lincoln, IL: Center on Innovation and Improvement.
54.
ReidR.GonzalezJ. E.NordnessP. D.TroutA.EpsteinM. M. (2004). A meta-analysis of the academic status of students with emotional behavioral disturbance. The Journal of Special Education, 18, 130–143.
55.
Rotheram-FullerE.KasariC.ChamberlainB.LockeJ. (2010). Social involvement of children with autism spectrum disorders in elementary school classrooms. Journal of Child Psychology and Psychiatry, 51, 1227–1234.
56.
ScattoneD. (2007). Social skills interventions for children with autism. Psychology in the Schools, 44, 717–726.
57.
ShaneH.LaubscherE.SchlosserR.FlynnS.SorceJ.AbramsonJ. (2012). Applying technology to visually support language and communication in individuals with autism spectrum disorders. Journal of Autism and Developmental Disorders, 42, 1228–1235. doi:10.1007/s10803-011-1304-z
58.
SheaT. M.BauerA. M. (2012). Behavior management: A practical approach for educators (10th ed.). Upper Saddle River, NJ: Pearson.
59.
ShererM.PierceK. L.ParedesS.KisackyK. L.IngersollB.SchreibmanL. (2001). Enhancing conversation skills in children with autism via video technology: Which is better, “self” or “other” as a model?Behavior Modification, 25, 140–158. doi:10.1177/0145445501251008
60.
Shukla-MehtaS.MillerT.CallahanK. J. (2010). Evaluating the effectiveness of video instruction on social and communication skills for children with autism spectrum disorders: A review of the literature. Focus on Autism and Other Developmental Disabilities, 25, 23–26. doi:10.1177/1088357609352901
SturmeyP. (2003). Video technology and persons with autism and other developmental disabilities: An emerging technology for PBS. Journal of Positive Behavior Interventions, 5, 3–4. doi:10.1177/10983007030050010401
63.
SugaiG.SpragueJ. R.HornerR. H.WalkerH. M. (2000). Preventing school violence: The use of office discipline referrals to assess and monitor school-wide discipline interventions. Journal of Emotional and Behavioral Disorders, 8, 94–102.
64.
SutherlandK. S.Lewis-PalmerT.StichterJ.MorganP. L. (2008). Examining the influence of teacher behavior and classroom context on the behavioral and academic outcomes for students with emotional or behavioral disorders. The Journal of Special Education, 41, 223–233. doi:10.1177/0022466907310372
65.
ThoresenC.HosfordR. (1973). Behavioral approaches to counseling: Behavior modification in education. In ThoresenC. E. (Ed.), Seventy-second yearbook of the National Society for the Study of Education, Part 1 (pp. 107–153). Chicago, IL: University of Chicago Press.
66.
WagnerM.NewmanL.CametoR.LevineP. (2005). Changes over time in the early postschool outcomes of youth with disabilities. A report of findings from the National Longitudinal Transition Study (NLTS) and the National Longitudinal Transition Study-2 (NLTS2). Menlo Park, CA: SRI International. (ERIC document reproduction service no. ED494920)
67.
WentzelK. (2009). Peers and academic functioning at school. In RubinK.BukowskiW.LaursenB. (Eds.), Handbook of peer interactions, relationships, and groups (pp. 531–547). New York, NY: Guildford Press.
68.
WestD. M. (2012). Digital schools: How technology can transform education. Washington, DC: Brookings Institution Press.
69.
WhitacreB. E.MillsB. F. (2010). A need for speed? Rural internet connectivity and the no access/dial-up/high speed decision. Journal of Applied Economics, 42, 1889–1905. doi:10.1080/000368401749001
