Effects Of Video Self-Modeling Research Articles

Effectiveness of Video Self-Modeling on Hope and Daily Activities of Indonesian Youth

Individuals who struggle with low hope tend to experience difficulties in multiple dimensions, encompassing physical, psychological, and social aspects. Despite the development of hope concepts and interventions since the mid-1990s, there has been no specific research using video self-modeling (VSM) instruments to change an individual's aspirations. Therefore, this research aimed to analyze the effectiveness of VSM on the hope and daily activities of Indonesian youth. An experimental method with a multiple-baseline design was employed. As many as 5 participants from Indonesia were selected based on pre-screening hope scale scores, specifically those showing low domain points about activities associated with family, romantic, social, academic, work, or leisure time. The data were analyzed using visual inspection by comparing scores before and after VSM intervention. The results showed that all participants demonstrated an increase in the frequency of activities they preferred. It was also found that VSM can indirectly impact the improvement of hope. This technology can be an effective intervention to assist young individuals in achieving goals and enhancing their hope.

The effectiveness of video self-modeling (VSM) in improving reading fluency and reading motivation for fifth-grade female-students enrolled in the program of learning difficulties

هدفت الدراسة إلى التحقق من فاعلية النمذجة الذاتية بالفيديو في تحسين طلاقة القراءة ودافعيتها لدى طالبات الصف الخامس المدرجات في برنامج صعوبات التعلم بسلطنة عمان، وتكونت العينة من 10 طالبات في الصف الخامس الأساسي ممن يعانين من صعوبات قرائية، ويتلقين التدخلات العلاجية اللازمة ببرنامج صعوبات التعلم، ووُزعت عشوائيًا إلى مجموعتين متكافئتين ضابطة وتجريبية، وطُبقت الدراسة إجرائيا في الفصل الدراسي الثاني من عام 2018. وتمثلت أدوات الدراسة في اختبار الطلاقة القرائية من إعداد الشيزاوي (2016)، الذي يقيس مهارات الطلاقة القرائية المكونة من: مهارات النطق، ومهارات الدقة القرائية، ومهارات المعدل القرائي، وقد بلغ معامل الثبات للاختبار 0.97، أيضا استُخدم مقياس دافعية القراءة المكون من 19 عبارة موزعة على بُعدين اثنين، هما: مفهوم الذات القرائية وقيمة القراءة، وبلغ معامل الثبات للمقياس 0.867. وقد أظهرت النتائج وجود فروق دالة إحصائيًا بين القياسين القبلي والبعدي للطلاقة القرائية في المجموعة التجريبية لصالح القياس البعدي، ووجود فروق دالة إحصائيا بين المجموعتين الضابطة والتجريبية في القياس البعدي للطلاقة القرائية لصالح المجموعة التجريبية. كما أظهرت وجود فروق دالة إحصائيًا بين القياسين القبلي والبعدي لدافعية القراءة في المجموعة التجريبية لصالح القياس البعدي، ووجود فروق دالة إحصائيا عند مستوى دلالة 0.05 بين المجموعتين الضابطة والتجريبية في القياس البعدي لمستوى دافعية القراءة وذلك لصالح المجموعة التجريبية.

Effects of Video Self-Modeling on the Barista Job Skills of a Student with Intellectual Disabilities in Post-Secondary Program of the Special School

목적 이 연구에서는 비디오 자기모델링 중재가 특수학교 전공과 지적장애 학생의 바리스타 직무기술 수행에 미치는 영향을 알아보았다. 방법 연구 대상은 특수학교 전공과 1학년인 20세의 지적장애 학생 1명이며, 실험설계로 행동간 중다간헐기초선설계를 적용하였다. 연구는 예비실험을 거쳐 기초선, 중재, 유지 단계로 진행되었다. 중재는 교실에서의 비디오 자기모델링 자료 시청과 바리스타 직무기술 연습으로 시행되었다. 중재 대상인 바리스타 직무기술은 아이스 아메리카노 만들기, 아이스 카페라떼 만들기, 핫 카푸치노 만들기였다. 자료수집은 카페진로 체험실에서 이루어졌다. 결과 비디오 자기모델링 중재를 통해 특수학교 전공과 지적장애 학생의 바리스타 직무기술의 독립적 과제 수행율이 향상되었다. 세 가지 바리스타 직무기술에 대한 비디오 자기 모델링 중재의 효과크기는 PND로는 매우 큰 효과로, Tau-U로는 중간효과로 나타났다. 또한 과제 수행의 소요시간이 감소되어 직무기술 숙련도의 향상이 나타났다. 중재 효과는 중재 종료 후에도 유지되었다. 결론 이 연구의 결과는 비디오 자기모델링 중재가 전공과 지적장애 학생의 바리스타 직무기술의 수행 향상에 영향을 미칠 수 있음을 시사한다.

The Effect of Video Self-Modeling for Black Boys with Challenging Behaviors in an Urban Setting

Black boys generally have the most disparate outcomes (i.e. exclusionary punishment and office referrals) in regard to discipline in schools, which necessitates the need for interventions to help alleviate this issue. As such, the purpose of this study was to examine the effectiveness of a video self-modeling (VSM) intervention on students’ challenging behaviors in an urban school setting. Utilizing an A-B-A-B withdrawal design, four Black boys in elementary school participated in the intervention. Results of visual analysis and Tau-U (Zion −1, p = 0.0018; DeAndre −1, p = 0.0027; and Malik = −0.6775, p = 0.0343) indicated significant and positive effects of VSM in relation to students’ behavior. Furthermore, teachers found the intervention to be acceptable based on the Intervention Rating Profile-15 (IRP-15). Future research and implications for the use of video self-modeling in urban schools are discussed.

Effects of Video Self-Modeling and System of Least Prompts on Completion of Transitional Routines for a Student With Extensive Support Needs in Inclusive Settings

Students with extensive support needs often require intensive individualized instruction across domains. Research suggests that students with extensive support needs can achieve greater independence when evidence-based practices are used to teach independent transitioning skills. This study investigated the effects of video self-modeling (VSM) and the system of least prompts (SLP) on independent completion of transitional routines for a student with extensive support needs in inclusive school settings. Using VSM and SLP, the student learned to complete three transitional routines with greater independence. Generalization of independent transitioning skills to music class was also measured. Results showed a functional relation between the VSM/SLP intervention and independent completion of transitional routines. The findings of this study provide several implications for practice for using VSM and SLP as a combined intervention to increase independent transitioning skills for students who previously relied on adult assistance to make transitions along with general education peers.

비디오자기모델링과 사진이야기활동이 자폐스펙트럼장애 유아의 사회적 의사소통 시작기술에 미치는 효과

비디오자기모델링과 사진이야기활동이 자폐스펙트럼장애 유아의 사회적 의사소통 시작기술에 미치는 효과

"Effects of Video Self-modeling on the Problem Behavior and Class Participation Behavior of Children at Risk for Emotional and Behavioral Disorders"

"Effects of Video Self-modeling on the Problem Behavior and Class Participation Behavior of Children at Risk for Emotional and Behavioral Disorders"

The Effects of Video Self-Modeling on Motor Skill Performance in Adolescents With Asperger Syndrome

The Effects of Video Self-Modeling on Motor Skill Performance in Adolescents With Asperger Syndrome

Imagery Ability Moderates the Effectiveness of Video Self Modeling on Gymnastics Performance

We investigated whether an advanced training program (ATP) could increase the benefits of feedforward video self modeling (FF-VSM) on competitive performance. Eighteen gymnasts were divided into 2 groups—one that received the ATP and one that did not. Gymnasts viewed FF-VSM at 2 of 4 competitions. Results showed no benefits for the ATP or the FF-VSM on performance or self-regulatory processes. When visual imagery ability was introduced as a moderator, however, only gymnasts with lower visual imagery scores showed benefits in performance in the latter part of the competitive season. Thus, FF-VSM may best serve those with lower imagery ability.

Effects of Video Self-Modeling Using A Smart Devices on the Math Word Problem Solving for Student with ASD

Effects of Video Self-Modeling Using A Smart Devices on the Math Word Problem Solving for Student with ASD

The Effects of Video Self-Modeling on the Use of Subway Skills for Students with Intellectual Disabilities

The Effects of Video Self-Modeling on the Use of Subway Skills for Students with Intellectual Disabilities

Effects of Video Self-Modeling on the Honorific System Usage in Communication Contexts of Elementary Student with Intellectual Disabilities

Effects of Video Self-Modeling on the Honorific System Usage in Communication Contexts of Elementary Student with Intellectual Disabilities

The Effects of Video Self-Modeling on High School Students With Emotional and Behavioral Disturbances

Video self-modeling has been proven to be effective with other populations with challenging behaviors, but only a few studies of video self-modeling have been conducted with high school students with emotional and behavioral disorders. This study aimed to focus on analyzing the effects of video self-modeling on four high school students with behavioral disorders across a variety of behaviors, including laughing out obnoxiously, using profanity, and requesting help. The results revealed that all four participants exhibited immediate and significant gains upon implementation of the video self-modeling intervention and that those gains were maintained after cessation of intervention. Implications of this study showed that video self-modeling may represent a positive behavior change intervention worthy of consideration for high school students with emotional and behavioral disorders in inclusive classrooms.

The Effects of Video Self-modeling with Self-management Strategies on Challenging Behaviors and Class Participations of Students with disabilities Placed at an Elementary Special Class

The Effects of Video Self-modeling with Self-management Strategies on Challenging Behaviors and Class Participations of Students with disabilities Placed at an Elementary Special Class

The Effects of Video Self-Modeling via a PMP on the School Library Using Skills of Students with Intellectual Disabilities

The Effects of Video Self-Modeling via a PMP on the School Library Using Skills of Students with Intellectual Disabilities

Increasing Recreational Initiations for Children Who Have ASD Using Video Self Modeling

The current study examined the effects of video self modeling (VSM) on social initiations using a multiple baseline across participants experimental design. Three students with Autism Spectrum Disorders (ASD) watched videos of themselves engaged in typical, age appropriate social initiations prior to playtime with a triad of peers. A partial interval recording system was used to measure social initiations of students with ASD and typically developing peers. The percentage of intervals during which students with ASD exhibited play initiations increased to levels comparable to typically developing peers for all three participants. Two students with ASD demonstrated elevated levels of initiations during a maintenance probe conducted two weeks post-intervention. The efficiency of using VSM within a social skills curriculum, limitations of the current study, and future directions for VSM are discussed.

The effectiveness of video self modeling as a method of improving medium term outcomes for stuttering treatment is still to be explored

This review provides a summary and appraisal commentary on the treatment review by Cream, A., O’Brian, S., Jones, M., Block, S., Harrison, E., Lincoln, M., Hewat, S., Packman, A., Menzies, R., & Onslow, M. (2010). Randomized controlled trial of video-self modeling following speech restructuring treatment for stuttering. Journal of Speech, Language, and Hearing, 53, 887–897. Source of funding and declarationsdisclosure of interest: The study was supported by a National Health and Research Council of Australia Program Grant. There were no declarations; the original authors of this research report no conflicts of interest.

Effects of Video Self-Modeling on Spontaneous Requesting in Children with Autism

Video self-modeling (VSM) is a promising intervention to teach new skills and improve the use of existing skills in young children with autism. VSM includes observation and imitation of one's self on videotape that records specific desirable child behaviors. The purpose of this study was to test the effectiveness of VSM for training young children with autism to make spontaneous requests in school settings. Four young children with autism participated. Experimental control was demonstrated using a multiple-baseline design across participants. Introduction of VSM led to a large increase in requesting behavior in all four children. VSM was effective in causing an increase in spontaneous requesting in young children with autism.