Abstract

A ten year-old boy exhibiting frequent off-task and disruptive behavior during small group math instruction was taught to use an iPod Touch for video modeling and self-monitoring purposes. A single-subject changing conditions (A-B-BC) design was used to investigate the differential effects of video modeling versus a combination of video modeling and self-monitoring. During the first intervention phase, immediately prior to participating in a math group, the student viewed a 3-minute video in which peers modeled appropriate math group behavior. Video modeling resulted in a significant increase in on-task behavior and decrease in disruptive behavior. However, results showed variability across sessions. For the second intervention phase, the student was taught to self-monitor his behavior during math group. A combination of video modeling and self-monitoring then resulted in a consistent increase in percent of intervals on-task (near 100%), as well as consistently low levels of targeted disruptive behavior. (Contains 1 table and 4 figures.)

Citation

Blood, E., Johnson, J.W., Ridenour, L., Simmons, K. & Crouch, S. (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(3), 299-321. Retrieved February 24, 2020 from https://www.learntechlib.org/p/109610/.

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Keywords

• Behavior
• Behavior Modification
• Behavior Problems
• Computer Uses in Education
• educational technology
• Elementary School Students
• Grade 5
• Group Behavior
• Intervals
• Intervention
• Males
• Mathematics Instruction
• Modeling (Psychology)
• Peer Teaching
• Self Control
• special education
• Time on Task
• Video Technology