Increasing Self-Evaluation Use Through Video Feedback to Improve Academic Engagement Among Students with Intellectual Disabilities

Abstract

Self-evaluation is a skill that can help individuals to increase their own performance on completing tasks in engagements. The literature provides several examples of using self-evaluation with different participant groups with psychological and behavioral problems. There are a limited number of examples of using self-evaluation with individuals with intellectual disabilities (IDs), which demonstrated effective use of self-evaluation combined with other techniques such as video feedback. The present study focused on examining the effectiveness of using video feedback to increase the use of self-evaluation of students with IDs who are trying to improve their academic engagement. The study applied a multiple probe design to track changes in the behaviors with three students with IDs. The study provided evidence that the students were able to improve their academic engagement in regard to increase on-task behaviors, raising hands, and complieance while increasing self-evaluation.