Video modeling as an evidence-based practice for students with emotional and behavioral disorders

What is it about?

Building upon meta-analyses that sought evidence for video-based interventions capable of decreasing problem behaviors of students with emotional and behavioral disorders (EBD) in K-12 education, this systematic review examined the standards of the Council for Exceptional Children (CEC) for evidence-based practice as well as additional quality indicators, neglected quality indicators, strategies combined with video modeling (VM), the impact of independent/dependent variables, and common recommendations offered for future research. All in all, this review attempted to establish VM as an effective evidence-based practice for students with EBD when the CEC standards are met.

Featured Image

Why is it important?

Due to their inappropriate behaviors or feelings, many students with EBD struggle to develop or maintain successful relationships with peers and teachers, in addition to experiencing difficulties in learning. These challenges continue into adolescence and adulthood. The findings of this systematic review revealed that the studies examined met the CEC standards for evidence-based practices as well as other quality indicators. For instance, all studies reported content and setting, participants, intervention agents, description of practice, as well as interobserver agreement and experimental control; fidelity index and effect size were the two most neglected quality indicators; instructions, reinforcement system, and feedback or discussion were the most common strategies used; while generalizability—across settings, populations, treatment agents, target behaviors in the real world, and subject matter—was the most common recommendation for future research.

Perspectives