Abstract
The current study investigated special education teacher use of and perspectives on video modeling (VM) interventions to improve skills of students with disabilities using survey methodology. To date, no studies were found that explicitly examine teachers’ use of and perspectives on VM. The primary purpose of this study was to estimate the number of teachers using VM and to begin to identify where, with whom, and with what types of skills have been targeted via VM. Further, we identified possible barriers that hinder or prevent teachers from implementing VM. Results showed that only 26.1% of participants reported using VM with a student and the most commonly reported barriers included lack of training, access to necessary resources, and time to create videos. Findings may be used to guide future research on ways to make VM implementation easier and more manageable for teachers.
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