Combining self-monitoring procedures and video modeling instruction as a positive behavior intervention

This single subject multiple baseline study focused on the use of video modeling as an instructional strategy and self-monitoring as a positive behavior intervention. Appropriate social behavior and social language for four secondary students with moderate to severe intellectual disabilities were targeted using a combination of video modeling and a self-monitoring system that reinforced the generalization of socially appropriate behavior. Furthermore, this study investigated the correlation between the intervention and its impact on each student’s challenging behavior. Results confirmed that video modeling and self-monitoring were effective intervention strategies and promoted social skill and social language acquisition and decreased negative behavior across all four participants