People with developmental disabilities must develop the ability to maintain socially acceptable behavior in order to become contributing, accepted members of society at large. Research indicates that compliance, or following directions, is a keystone behavior, which, if learned, may significantly decrease the occurrence of behavior difficulties in students. Many studies of individuals with disabilities have shown a dramatic increase across a wide range of academic and social skills using video self-modeling (VSM), a technique in which students watch edited videos of themselves performing skills correctly or at high rates. Despite the importance of compliance for individuals with disabilities and the success of video self-modeling, little research has been done regarding the effect of VSM on compliance. In addition, VSM has been used mainly with elementary school-age students. This multiple baseline study examined the effect of video self-modeling on the rates of compliance in three high school-age students with developmental disabilities. Participants' compliancy rates increased after implementing video self-modeling. Mean latency to compliance also decreased for all participants. Study results indicate that video self-modeling may be an effective method for increasing compliance and decreasing compliance latency in high school students with developmental disabilities.
College and Department
David O. McKay School of Education; Counseling Psychology and Special Education
BYU ScholarsArchive Citation
Figueira, Jacob Ammon Aukai, "The Effect of Video Self-Modeling on the Compliance Rates of High School Students with Developmental Disabilities" (2007). Theses and Dissertations. 994.
video self-modeling, compliance, self modeling, disabilities, developmental disabilities, severe disabilities, adolescents, high school, high school students, compliance latency, latency to compliance, precision commands, precision directions