Using an iPod Touch to Teach Social and Self-Management Skills to an Elementary Student with Emotional/Behavioral Disorders

Autor/inn/en	Blood, Erika; Johnson, Jesse W.; Ridenour, Lindsey; Simmons, Karen; Crouch, Starline
Titel	Using an iPod Touch to Teach Social and Self-Management Skills to an Elementary Student with Emotional/Behavioral Disorders
Quelle	In: Education and Treatment of Children, 34 (2011) 3, S.299-321 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0748-8491
Schlagwörter	Video Technology; Intervention; Intervals; Modeling (Psychology); Group Behavior; Educational Technology; Behavior Problems; Self Control; Peer Teaching; Mathematics Instruction; Behavior Modification; Time on Task; Elementary School Students; Males; Grade 5; Special Education; Computer Uses in Education; Illinois + Suchen Sie Ihr Suchwort? Modeling; Modelling; Modellierung; Gruppenverhalten; Unterrichtsmedien; Selbstbeherrschung; Peer group teaching; Peer Group Teaching; Mathematics lessons; Mathematikunterricht; Behaviour modification; Verhaltensänderung; Zeitaufwand; Male; Männliches Geschlecht; School year 05; 5. Schuljahr; Schuljahr 05; Special needs education; Sonderpädagogik; Sonderschulwesen; Computernutzung
Abstract	A ten year-old boy exhibiting frequent off-task and disruptive behavior during small group math instruction was taught to use an iPod Touch for video modeling and self-monitoring purposes. A single-subject changing conditions (A-B-BC) design was used to investigate the differential effects of video modeling versus a combination of video modeling and self-monitoring. During the first intervention phase, immediately prior to participating in a math group, the student viewed a 3-minute video in which peers modeled appropriate math group behavior. Video modeling resulted in a significant increase in on-task behavior and decrease in disruptive behavior. However, results showed variability across sessions. For the second intervention phase, the student was taught to self-monitor his behavior during math group. A combination of video modeling and self-monitoring then resulted in a consistent increase in percent of intervals on-task (near 100%), as well as consistently low levels of targeted disruptive behavior. (Contains 1 table and 4 figures.) (As Provided).
Anmerkungen	West Virginia University Press. P.O. Box 6295, West Virginia University, Morgantown, WV 26506. Tel: 866-988-7737; Tel: 304-293-8400; Fax: 304-293-6585; Web site: http://www.wvupress.com/index.php
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10