Date of Completion


Embargo Period



disruptive behaviors, intellectual disability, video modeling, school setting

Major Advisor

Thomas Kehle, Ph.D.

Associate Advisor

Melissa Bray, Ph.D.

Associate Advisor

Shamim Patwa, Ph.D.

Field of Study

Educational Psychology


Doctor of Philosophy

Open Access

Open Access


The study utilized a multiple baseline design across participants to examine the effects of a video self-modeling intervention (VSM) on three middle school students showing high rates of disruptive classroom behaviors. All three students were receiving special education services through the classification of either intellectual disability or autism, and all had documented intellectual and adaptive functioning that met the criteria for an intellectual disability. The purpose of the study was to see whether VSM could reduce disruptive behaviors and if changes could be maintained after the end of treatment. Intervention procedure consisted of students watching videos exclusively showing themselves displaying appropriate classroom behaviors. Changes to these behaviors were compared from baseline to treatment and then from baseline to the one-month follow-up. Changes were seen in two of three students, which were maintained at follow-up. The intervention was effective in reducing disruptive behaviors that appeared to be socially mediated. It is difficult to discern the effect of treatment on the third student due to study limitations, although it appeared to have little or no effect in reducing stereotyped or self-stimulatory behaviors. Reasons for this are likely attributable to the study’s limitations as well as unique characteristics of the student’s behavior.