The Art and Science of How People Learn - Revised Edition
Edited By Greg S. Goodman
7. A Positive Procedure to Increase Compliance in the General Education Classroom for a Student with Serious Emotional Disorders
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A Positive Procedure to Increase Compliance in the General Education Classroom for a Student with Serious Emotional Disorders
Paul Beare, Colleen Torgerson, & Kelly Dubois-Gerchak
Students with serious emotional and behavioral disorders (EBD) often display academic deficits that cause them to lag behind nondisabled peers in most or all academic areas (e.g., Mattison, Spitznagel, & Felix, 1998). Improving academic skills represents a difficult task because of the externalizing behaviors that take place concurrent with academic instruction, particularly in structured environments (Nelson, Benner, Lane, & Smith, 2004). These behaviors interfere with students’ ability and motivation to follow directions (Walker, Ramsey, & Gresham, 2004). Noncompliant behaviors may sometimes function as a way for students with EBD to escape undesirable academic tasks (negative reinforcement) or obtain attention from others (positive reinforcement) (Maag & Anderson, 2006). A variety of applied behavior analysis (ABA) strategies have been used to address behaviors characteristic of noncompliance (Maag, 2005).
Video modeling consists of having an individual view a video of himself or herself engaging in a behavior targeted for intervention. Video modeling comes from social learning theory and the concept that individuals learn through observation. Albert Bandura, the father of social learning theory, described video modeling as a technique to increase self-efficacy in that it provides clear information on how best to perform certain actions, strengthening belief in one’s competency (Bandura, 1997). Video modeling intervention has an advantage over other strategies in that...
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