Taylor E. Phillips, Scott L. Graves, Elizabeth McCallum
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引用次数: 1
Abstract
Abstract 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.
期刊介绍：
With a new publisher (Taylor & Francis) and a new editor (David L. Wodrich), the Journal of Applied School Psychology will continue to publish articles and periodic thematic issues in 2009. Each submission should rest on either solid theoretical or empirical support and provide information that can be used in applied school settings, related educational systems, or community locations in which practitioners work. Manuscripts appropriate for publication in the journal will reflect psychological applications that pertain to individual students, groups of students, teachers, parents, and administrators. The journal also seeks, over time, novel and creative ways in which to disseminate information about practically sound and empirically supported school psychology practice.
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