Literaturnachweis - Detailanzeige
| Autor/inn/en | Carlson, Alex; Hirsch, Shanna E.; Walters, Sharon; Pilot, Emily; Herro, Danielle |
|---|---|
| Titel | Positive Behavior Interventions and Supports Videos: A Descriptive Analysis (2016-2020) |
| Quelle | In: Journal of Special Education Technology, 38 (2023) 3, S.251-261 (11 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Carlson, Alex) ORCID (Hirsch, Shanna E.) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0162-6434 |
| DOI | 10.1177/01626434221100725 |
| Schlagwörter | Positive Behavior Supports; Intervention; Video Technology; Material Development; Student Behavior; Behavior Modification; Content Analysis; Expectation; Elementary School Students; Middle School Students; High School Students; Animation; Evaluation Methods; Instructional Material Evaluation |
| Abstract | Over the past decade, schools have adopted videos as a medium to augment positive behavior interventions and support (PBIS) programming. This approach engages various stakeholders in the development and use of PBIS videos. Subsequently, most PBIS videos are created based on existing school data (e.g., office discipline referrals) and expectation matrices. However, specifics about video content and creation mediums (e.g., acting, song, poster, pictures) are unknown. Therefore, we identified 238 videos and coded each for the format, type of video, and PBIS elements. We found videos are (a) created using several different mediums and (b) typically intended for students (as well as faculty and staff). We identified strengths (e.g., clear, and positive language) and weaknesses (e.g., lack of closed captioning). We discuss considerations for creating PBIS videos, limitations, and directions for future inquiry. (As Provided). |
| Anmerkungen | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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