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• W2980940525 abstract "Surveys of school personnel continue to identify classroom management as one of the major problems experienced by teachers. Behavioural intervention strategies have proven successful in reducing inappropriate classroom behaviour. However, teachers appear resistant to their use in the classroom setting and the challenge remains to find methods that are effective, efficient, robust and require only minimal teacher involvement. One method that appears to meet these criteria is that of videotape self-modelling (VSM). However, little study has been conducted with non-clinical populations, with secondary school students specifically, with an extensive number of subjects, or using an experimental group design using this technique. This study sought to evaluate the effects of videotape self-modelling (VSM) on disruptive secondary school students. It examined the use of unedited self-review, positive self-review, positive and negative self-review, and positive and negative self-review with teacher From a theoretical perspective, this selection of treatments aimed to examine the importance of videotape specificity occasioning differences in viewer attention to detail as a potentially critical component of VSM. feedback. Nineteen mathematics teachers from seven state metropolitan high schools nominated 146 disruptive students from years 8 to 11. Of these, 82 were rated as significantly disruptive using the Conners' Teacher Rating Scale (an average behavioural rating of above 65). From this sample, 48 students agreed to participate in the study and were randomly allocated to treatment groups using a between-group experimental design. Pre and post measures were obtained for time-on-task, classroom behaviour, self-esteem, and student ratings of liking for mathematics Statistical analyses indicated significant increases and maintenance for measures of time-on-task and significant decreases in teacher ratings and their teacher. of disruptive behaviour for the edited video groups but not for the unedited group. There were no significant differences between edited video groups regarding the extent of treatment gains. There were no detrimental effects for any group on measures of self-esteem, liking of mathematics or liking of teachers. Practical and theoretical implications of these results indicate that VSM is potent in producing reasonable and durable behaviour change with disruptive secondary school students and that attention to detail is a critical component. Depiction of positive and negative behavioural exemplars, with or without feedback, appears to be as equally effective as positive self-review alone. However, positive self-review is less time consuming and intricate to produce. Therefore, self-review of appropriate only behaviour is effective, durable, efficient and, on the whole, more economical." @default.
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• W2980940525 date "1994-01-01" @default.
• W2980940525 modified "2023-09-24" @default.
• W2980940525 title "Increasing on-task behaviour and reducing behaviour problems in disruptive secondary school students using videotape self-modelling" @default.
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