The effects of video self-modeling on students with emotional disturbance including a comparison between genders and impact on self-concept.

摘要

The purpose of this study was to test the efficacy and utility of VSM interventions with children and adolescents who had a special education designation of ED and were exhibiting behavioral or social difficulties in the educational setting. In addition, a gender comparison was made to determine if there are gender differences with VSM intervention effectiveness and how the VSM intervention may impact a student's self-concept. The study included 16 students from elementary, middle school, and high school. Teachers and parents completed BASC-2's and students completed the Piers-Harris 2 both at the pre-and post-intervention phases. Observations and interviews were completed before and after the VSM intervention, as well as two months after the completion of the VSM intervention to examine maintenance effects. For the primary analyses, nonparametric tests were conducted to examine the utility of VSM on the targeted behaviors, effects on self-concept, and gender differences. The findings of this study revealed that VSM can be used as an effective intervention for students with ED in the domains of behavioral and functional deficits at both the elementary and secondary school levels. Clinically significant differences were found in both the teacher and parent reported goal ratings. The majority of the parents and teachers indicated that the changes were maintained after two months. The study also revealed that the majority of the participants, regardless of their gender, displayed low self-esteem scores. The investigation found that the Piers-Harris 2 self-concept scores for females increased significantly after the VSM intervention, while the males' scores were maintained. The VSM intervention did not affect either the males' or females' physical appearance scores. The results from both the teacher and parent BASC-2 did not demonstrate gender differences in regards to the internalizing scaled scores, but the parent externalizing scaled scores for the boys were significantly lower after the VSM intervention. The observations demonstrated that all students improved in their goals, with three of the students demonstrating significant change. These findings demonstrate an effective intervention that school psychologists can implement when working with both males and females with ED. In addition, VSM can also help increase these students' self-concept, especially females.