Online ISSN: 2325-7466
2006
Triannual
National Association of Special Education Teachers (NASET)
United States

Articles

Using Video Self-Monitoring to Improve Teacher Implementation of Evidence-Based Practices for Students with Autism Spectrum Disorder

  • Selena J. Layden, Ph.D. (Author) Old Dominion University image/svg+xml
    Selena J. Layden, Ph.D., is an Assistant Professor in the Department of Communication Disorders and Special Education at Old Dominion University in Norfolk, VA. Her research interests include autism spectrum disorder, teacher performance, improving the implementation of evidence-based practices in schools, and supporting behavior analysts in schools.
  • Annemarie L. Horn, Ph.D. (Author) Old Dominion University
    Annemarie L. Horn, Ph.D., is an Assistant Professor of Special Education at Old Dominion University in Norfolk, VA, where she is currently serving as the Program Coordinator for the MSED Adapted Curriculum Program. Her research interests include professional development with an emphasis on eCoaching and improving postsecondary outcomes for youth with disabilities.
  • Kera E. Hayden, B.S. (Author) Old Dominion Universit image/svg+xml
    Kera E. Hayden, B.S., is a graduate student in Speech-Language Pathology at Old Dominion University in Norfolk, VA. Her research interests are autism spectrum disorder and literacy intervention.
DOI
https://doi.org/10.64546/jaasep.491
Abstract
Video self-monitoring, a form of self-coaching, is a method of professional development for teachers. Reinforcement is an evidence-based practice for students with autism spectrum disorder (ASD), and it is applicable in a variety of educational settings. Using a multiple baseline across participants design, we evaluated the effects of video self-monitoring on teacher implementation of reinforcement. Four certified special education teachers participated in this research, all of whom taught students with ASD. In our investigation, special education teacher participants used video self-monitoring in each of their four, self-contained classrooms and implementation fidelity of reinforcement was measured. Results were mixed, showing video self-monitoring increased teacher fidelity of reinforcement to some extent, yet high fidelity was not achieved by all four participants. Nonetheless, this study extends current literature on video self-monitoring as used by teachers. Based on our findings, we offer implications for research and practice.
Keywords
Autism Spectrum Disorders, Faculty Development, Fidelity, Modeling (Psychology), Program Effectiveness, Program Implementation
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How to Cite
Layden, S. J., Horn, A. L., & Hayden, K. E. (2022). Using Video Self-Monitoring to Improve Teacher Implementation of Evidence-Based Practices for Students with Autism Spectrum Disorder. Journal of the American Academy of Special Education Professionals, 17(2), 77-93. https://doi.org/10.64546/jaasep.491

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  • Article Type Articles
  • Submitted April 12, 2022
  • Published June 15, 2022
  • Issue Spring/Summer 2022
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