Group Video Self-Modeling to Improve the Classroom Transition Speeds for Elementary Students

Abstract

Video self-modeling (VSM) has been an effective intervention for individuals with a variety of disabilities and behavioral issues. However, no studies have addressed the impact of VSM on behaviors that are displayed by groups of students. The purpose of the present study was to determine the efficacy of VSM to improve the speed with which students in an elementary classroom lined up and transitioned from one activity to another and whether group VSM had a differential impact on students who exhibited varying speeds of transitioning (i.e., fast, medium, or slow groups) during baseline. A multiple baseline design across behaviors was employed across groups. Visual analysis and calculated effect sizes indicated that group video self-modeling (GVSM) produced immediate gains in the speed with which the average performance of the three groups of students lined up and transitioned. Furthermore, students in both the medium and slow groups increased their speed to a level commensurate with that achieved by the fast group.