Mary Anne Prater

Video Self-Modeling Intervention in School-Based Settings A Review

Research indicates that video self-modeling is an effective means for improving academic skills and behaviors. Nearly 200 video self-modeling studies or applications have been reported over the past three decades. The purpose of this review was to examine studies in which video self-modeling was applied in school-based settings. Eighteen studies met strict criteria for inclusion in this review. Descriptive summaries and analyses of outcomes are provided for each study, as well as suggestions and resources for educators to implement video self-modeling interventions. These school-based studies verify the functional control of targeted academic skills and behavior(s) and support the efficacy of video self-modeling to improve student outcomes. Evidence for generalization across settings and maintenance over time is also presented.

Video Self-Modeling on an iPad to Teach Functional Math Skills to Adolescents With Autism and Intellectual Disability

Researchers suggest that video-based interventions can provide increased opportunity for students with disabilities to acquire important academic and functional skills; however, little research exists regarding video-based interventions on the academic skills of students with autism and intellectual disability. We used a multiple-baseline-across-participants design to investigate the effects of video self-modeling (VSM) on the mathematics skill acquisition of adolescents with autism. Four adolescent male students viewed videos of themselves on an iPad solving mathematical problems to estimate the amount of money used to pay for a given item and the amount to receive in change. Findings support a functional relationship between VSM and performance on math skills for each participant. Subsequently, the VSM was systematically faded during maintenance sessions, with little deterioration of skill. Follow-up data probes were interpreted to conclude that student characteristics may affect retention of skill. Implications for practice and research are discussed.

Reading Comprehension and Fluency: Examining the Effects of Tutoring and Video Self-Modeling on First-Grade Students with Reading Difficulties.

The need for research-based instructional support for culturally and linguistically diverse students with reading difficulties is a national priority. In this rural Hawaii study, teachers and parents selected four first-grade students who were experiencing delays in reading fluency and comprehension skills to receive tutoring and video self-modeling interventions. Two students were identified as having specific learning disabilities, one as being developmentally delayed, and one was in the process of being referred for special education. Community partners were trained to provide tutoring with the 25-step ACE reading protocol. Two 2-minute self-modeling videotapes were constructed: the first depicted the student fluently reading a passage; the second showed the student applying a story map and successfully answering comprehension questions. A multiple-baseline design across two behaviors (reading fluency and comprehension) was used to observe the effect of each intervention on reading fluency and comprehension skills. Reading fluency, measured in number of correct words per minute, doubled for three students and quadrupled for the fourth by the end of eight weeks. Reading comprehension, measured in number of correct responses, reached pre-established criteria. Viewing the self-modeling videotapes was associated with reduced variability and maintenance of increased performance. Follow-up indicated that gains maintained for six months. Teachers and parents reported generalization to classroom and home.

Educators' Perceptions of Collaborative Planning Processes for Students With Disabilities

As schools emphasize accountability and academic progress for all students, professional collaboration is a critical aspect of planning accommodations and interventions that address the learning needs of diverse learners. To better understand collaborative processes, the authors investigated the nature of a collaborative planning experience for pairs of special and general education teachers. Teachers were taught the curriculum, rules, instruction, materials, and environment collaboration process (M. A. Prater, 2003) in which teachers compared the demands of the general education classroom with the strengths and limitations of the individual student. Results indicate that sharing common philosophies about educating students with disabilities is an important aspect of successful collaborative planning. Teachers who expressed common philosophies about educating students with disabilities completed the process together. The teachers who did not express similar philosophies completed the process separately.

Using Children's Books as Bibliotherapy for At-Risk Students: A Guide for Teachers

Increasing numbers of students in U.S. schools are at greater risk of school failure because of social, economic, and family stress factors. Teachers can use literature as bibliotherapy for both children and adolescents to create a safe distance, allowing them to deal with sensitive issues related to these problems, as well as to teach social skills that can then help prevent school failure. In this article, the authors present a 10-step process for implementing bibliotherapy in the classroom and provide a sample of juvenile books that could be used in bibliotherapy.

Learning Disabilities in Children's and Adolescent Literature: How Are Characters Portrayed?.

Ninety fictional books written for children or adolescents that portrayed at least one character with a learning disability were analyzed to determine how learning disabilities and related topics were addressed. Results indicated that most of the characters with learning disabilities were dynamic, meaning they changed or grew through the course of the story line. Also, most were the main character, the story was told from their point of view, and their learning disability had a major impact on the plot. Most commonly the learning disability was in the areas of reading and written language, with the character receiving services in a resource room. The diagnostic/evaluation process was often described, but few details about instructional methods were part of the story. Both negative and positive portrayals of teachers were evident.

Learning Journals, Self-Reflection, and University Students' Changing Perceptions

Abstract Reflection is critical to decision making that confronts educators on a daily basis and journal writing can be a powerful tool to enhance that reflection process. Therefore, we used journal writing as an instructional strategy with preservice and inservice, general and special education teachers, school counselors, and educational administrators enrolled in a university course regarding children and youth who are at-risk for educational failure. This article presents results of a qualitative research study which explored how journal writing as a reflective tool served to help university students think about and integrate experiences, encountered outside the classroom, with course content.

The Effects of Peer Tutoring and Self-Management Training on On-Task, Academic, and Disruptive Behaviors

The effects of peer tutoring and self-management on on-task behavior and academic performance (tutee) as well as disruptive behaviors (tutor) were examined. The tutor had been identified as behaviorally disordered and the tutee as learning disabled. During the peer tutoring condition the tutee improved his on-task and academic performance but the tutors disruptive behavior did not change. Self-management was initiated for both subjects. During self-monitoring the tutees on-task behavior improved above that during peer tutoring. The tutor self-monitored his disruptive behavior but only slight improvements were observed. A self-instructional component was then added and the disruptive behavior was eliminated. For both subjects, a multiple baseline across-settings design was applied and results were observed across resource and general education English and mathematics classes.

Acquiring Social Skills Through Cooperative Learning and Teacher-Directed Instruction:

We compared three procedures for teaching social skills with intermediate-age students with disabilities who also participated in cooperative learning groups. The first group received teacher-directed instruction of three socially validated skills: listening, problem solving, and negotiating. The second group received instruction of the same three skills but using a structured natural approach suggested in the cooperative learning literature (Kagan, 1992). The third group generated, defined, and discussed cooperative group rules, including the three skills taught in the other groups. Students in the teacher-directed instruction group Improved their skill performance during role-play situations on all three skills. Students In the structured natural approach achieved minimal gains during role-play situations. Students In the third group did not Improve their performance during role-play situations on any of the three skills.

Creating Classroom Environments That Address the Linguistic and Cultural Backgrounds of Students with Disabilities An Asian Pacific American Perspective

Significant changes in the public school population throughout the United States are influenced by the increasing numbers of immigrants who enter the country annually. It is estimated that in the next 50 years the U.S. population will become exceedingly more ethnically diverse than it is at present. Immigrants from Asian and Pacific Rim countries are emigrating to the United States more rapidly than any other group. We discuss the impact of increased numbers of Asian and Pacific Islander students in the context of special education. In particular, we focus on the changing demographics of Asian Americans and Pacific Islanders in the overall U.S. population and on the importance of designing and delivering special education services that address their diverse cultural and linguistic characteristics, culturally and linguistically relevant instructional practices, and parental involvement.