A Meta-Analysis of Video-Modeling Based Interventions for Reduction of Challenging Behaviors for Students With EBD

Abstract

The current study examined the use of video modeling (VM)–based interventions to reduce the challenging behaviors of students with emotional or behavioral disorders. Each study was evaluated using Council for Exceptional Children’s (CEC’s) quality indicators for evidence-based practices. In addition, study effects were calculated along the three main categories of VM-based interventions (VM with other as model, video self-modeling, and video-feedback) using a response rate (calculated from visual analysis) and the percentage of non-overlapping data. None of the 12 included studies met all the quality indicators set forth by CEC. Overall effects were large for reducing challenging behaviors, though results should be taken with caution due to the small number of studies. Finally, implications for practice and future research are presented.