Date of Award
Open Access Dissertation
Doctor of Psychology (PsyD)
Mark W. Steege PhD
Rachel Brown PhD
Heather Alvarez PhD
On-task behavior, emotional and behavioral disorders, self-modeling
Developing effective and efficient methods to increase the on-task behavior of students with emotional and behavioral disorders (EBD) is an important step in improving the academic performance and outcomes of this population. This study evaluated the effectiveness of a video self-modeling intervention to improve the on-task behavior of two school-age students with EBD. To demonstrate the feasibility of using emerging technology to carry out an evidence-based intervention, this study utilized an Apple iPad to capture, edit, and display self-modeling videos promoting on-task behavior during independent math work. A multiple baseline across subjects design was employed in order to evaluate the effects of the intervention. For one participant, direct data revealed increases in on-task behavior from 13% of intervals during baseline to 79% during the VSM intervention phase. Since a more modest increase in on-task behavior was observed for the second subject, a reinforcement condition was added to VSM, which resulted in a greater increase in on-task behavior. Data collected regarding the percentage of math problems completed and response accuracy showed similar trends. Data also were collected during the development of self-modeling videos on the iPad, and showed a mean time devoted to the intervention to be about 47 minutes on average, which included collecting and editing video footage.
Babcock, James Hood, "Improving the On-Task Behavior of Students with Emotional and Behavioral Disorders Using an iPad-Created Video Self-Modeling Intervention" (2013). All Theses & Dissertations. 350.