The Effect of Video Self-Modeling for Black Boys with Challenging Behaviors in an Urban Setting

IF 1.1 Q4 PSYCHOLOGY, EDUCATIONAL

Journal of Applied School Psychology Pub Date : 2021-07-01 DOI:10.1080/15377903.2021.1941469

Taylor E. Phillips, Scott L. Graves, Elizabeth McCallum

引用次数: 1

Abstract

Abstract Black boys generally have the most disparate outcomes (i.e. exclusionary punishment and office referrals) in regard to discipline in schools, which necessitates the need for interventions to help alleviate this issue. As such, the purpose of this study was to examine the effectiveness of a video self-modeling (VSM) intervention on students’ challenging behaviors in an urban school setting. Utilizing an A-B-A-B withdrawal design, four Black boys in elementary school participated in the intervention. Results of visual analysis and Tau-U (Zion −1, p = 0.0018; DeAndre −1, p = 0.0027; and Malik = −0.6775, p = 0.0343) indicated significant and positive effects of VSM in relation to students’ behavior. Furthermore, teachers found the intervention to be acceptable based on the Intervention Rating Profile-15 (IRP-15). Future research and implications for the use of video self-modeling in urban schools are discussed.

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视频自我建模对城市环境中具有挑战性行为的黑人男孩的影响

在学校纪律方面，黑人男孩通常有最不同的结果(即排他性惩罚和办公室转介)，这就需要干预措施来帮助缓解这一问题。因此，本研究的目的是检验视频自我建模(VSM)干预在城市学校环境中对学生挑战行为的有效性。采用A-B-A-B回避设计，四名小学黑人男生参与干预。目视分析结果和Tau-U (Zion−1,p = 0.0018;DeAndre−1,p = 0.0027;(Malik = - 0.6775, p = 0.0343)表明VSM对学生行为有显著的正向影响。此外，教师认为干预是可以接受的，基于干预评级档案-15 (IRP-15)。讨论了视频自我建模在城市学校应用的未来研究和意义。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Journal of Applied School Psychology PSYCHOLOGY, EDUCATIONAL-

CiteScore

2.40

自引率

10.00%

发文量

期刊介绍： With a new publisher (Taylor & Francis) and a new editor (David L. Wodrich), the Journal of Applied School Psychology will continue to publish articles and periodic thematic issues in 2009. Each submission should rest on either solid theoretical or empirical support and provide information that can be used in applied school settings, related educational systems, or community locations in which practitioners work. Manuscripts appropriate for publication in the journal will reflect psychological applications that pertain to individual students, groups of students, teachers, parents, and administrators. The journal also seeks, over time, novel and creative ways in which to disseminate information about practically sound and empirically supported school psychology practice.